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learning strategy instruction</title> <meta name="description" content="Search results for: language learning strategy instruction"> <meta name="keywords" content="language learning strategy instruction"> <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 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method="get" 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 learning strategy instruction"> <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> 13033</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: language learning strategy instruction</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13033</span> Effectiveness of Language Learning Strategy Instruction Based on CALLA on Iranian EFL Language Strategy Use</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reza%20Khani">Reza Khani</a>, <a href="https://publications.waset.org/abstracts/search?q=Ziba%20Hosseini"> Ziba Hosseini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ever since the importance of language learning strategy instruction (LLS) has been distinguished, there has been growing interest on how to teach LLS in language learning classrooms. So thus this study attempted to implement language strategy instruction based on CALLA approach for Iranian EFL learners in a real classroom setting. The study was testing the hypothesis that strategy instruction result in improved linguistic strategy of students. The participant of the study were 240 EFL learners who received language learning instruction for four months. The data collected using Oxford strategy inventory for language learning. The results indicated the instruction had statistically significant effect on language strategy use of intervention group who received instruction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CALLA" title="CALLA">CALLA</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20strategy" title=" language learning strategy"> language learning strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20strategy%20instruction" title=" language learning strategy instruction"> language learning strategy instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=Iranian%20EFL%20language%20strategy" title=" Iranian EFL language strategy"> Iranian EFL language strategy</a> </p> <a href="https://publications.waset.org/abstracts/23853/effectiveness-of-language-learning-strategy-instruction-based-on-calla-on-iranian-efl-language-strategy-use" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23853.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">570</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">13032</span> Improving Listening Comprehension for EFL Pre-Intermediate Students through a Blended Learning Strategy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Heba%20Mustafa%20Abdullah">Heba Mustafa Abdullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research aimed at examining the effect of using a suggested blended learning (BL) strategy on developing EFL pre- intermediate students. The study adopted the quasi-experimental design. The sample of the research consisted of a group of 26 EFL pre- intermediate students. Tools of the study included a listening comprehension checklist and a pre-post listening comprehension test. Results were discussed in relation to several factors that affected the language learning process. Finally, the research provided beneficial contributions in relation to manipulating BL strategy with respect to language learning process in general and oral language learning in particular. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</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=listening%20comprehension" title=" listening comprehension"> listening comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20language%20instruction" title=" oral language instruction"> oral language instruction</a> </p> <a href="https://publications.waset.org/abstracts/35749/improving-listening-comprehension-for-efl-pre-intermediate-students-through-a-blended-learning-strategy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35749.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">561</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">13031</span> Comparison Learning Vocabulary Implicitly and Explicitly</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akram%20Hashemi">Akram Hashemi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study provided an empirical evidence for learners of elementary level of language proficiency to investigate the potential role of contextualization in vocabulary learning. Prior to the main study, pilot study was performed to determine the reliability and validity of the researcher-made pretest and posttest. After manifesting the homogeneity of the participants, the participants (n = 90) were randomly assigned into three equal groups, i.e., two experimental groups and a control group. They were pretested by a vocabulary test, in order to test participants' pre-knowledge of vocabulary. Then, vocabulary instruction was provided through three methods of visual instruction, the use of context and the use of conventional techniques. At the end of the study, all participants took the same posttest in order to assess their vocabulary gain. The results of independent sample t-test indicated that there is a significant difference between learning vocabulary visually and learning vocabulary contextually. The results of paired sample t-test showed that different teaching strategies have significantly different impacts on learners’ vocabulary gains. Also, the contextual strategy was significantly more effective than visual strategy in improving students’ performance in vocabulary test. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20instruction" title="vocabulary instruction">vocabulary instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=explicit%20instruction" title=" explicit instruction"> explicit instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=implicit%20instruction" title=" implicit instruction"> implicit instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=strategy" title=" strategy"> strategy</a> </p> <a href="https://publications.waset.org/abstracts/52215/comparison-learning-vocabulary-implicitly-and-explicitly" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52215.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">333</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">13030</span> Addressing Differentiation Using Mobile-Assisted Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ajda%20Osifo">Ajda Osifo</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatma%20Elshafie"> Fatma Elshafie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mobile-assisted language learning favors social-constructivist and connectivist theories to learning and adaptive approaches to teaching. It offers many opportunities to differentiated instruction in meaningful ways as it enables learners to become more collaborative, engaged and independent through additional dimensions such as web-based media, virtual learning environments, online publishing to an imagined audience and digitally mediated communication. MALL applications can be a tool for the teacher to personalize and adjust instruction according to the learners’ needs and give continuous feedback to improve learning and performance in the process, which support differentiated instruction practices. This paper explores the utilization of Mobile Assisted Language Learning applications as a supporting tool for effective differentiation in the language classroom. It reports overall experience in terms of implementing MALL to shape and apply differentiated instruction and expand learning options. This session is structured in three main parts: first, a review of literature and effective practice of academically responsive instruction will be discussed. Second, samples of differentiated tasks, activities, projects and learner work will be demonstrated with relevant learning outcomes and learners’ survey results. Finally, project findings and conclusions will be given. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academically%20responsive%20instruction" title="academically responsive instruction">academically responsive instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=differentiation" title=" differentiation"> differentiation</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile-assisted%20language%20learning" title=" mobile-assisted language learning"> mobile-assisted language learning</a> </p> <a href="https://publications.waset.org/abstracts/28587/addressing-differentiation-using-mobile-assisted-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28587.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">417</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">13029</span> Content Based Instruction: An Interdisciplinary Approach in Promoting English Language Competence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sanjeeb%20Kumar%20Mohanty">Sanjeeb Kumar Mohanty</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Content Based Instruction (CBI) in English Language Teaching (ELT) basically helps English as Second Language (ESL) learners of English. At the same time, it fosters multidisciplinary style of learning by promoting collaborative learning style. It is an approach to teaching ESL that attempts to combine language with interdisciplinary learning for bettering language proficiency and facilitating content learning. Hence, the basic purpose of CBI is that language should be taught in conjunction with academic subject matter. It helps in establishing the content as well as developing language competency. This study aims at supporting the potential values of interdisciplinary approach in promoting English Language Learning (ELL) by teaching writing skills to a small group of learners and discussing the findings with the teachers from various disciplines in a workshop. The teachers who are oriented, they use the same approach in their classes collaboratively. The inputs from the learners as well as the teachers hopefully raise positive consciousness with regard to the vast benefits that Content Based Instruction can offer in advancing the language competence of the learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=content%20based%20instruction" title="content based instruction">content based instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary%20approach" title=" interdisciplinary approach"> interdisciplinary approach</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20skills" title=" writing skills"> writing skills</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20approach" title=" collaborative approach"> collaborative approach</a> </p> <a href="https://publications.waset.org/abstracts/77459/content-based-instruction-an-interdisciplinary-approach-in-promoting-english-language-competence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77459.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">276</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">13028</span> Developing EFL Research Skills of Pre-Master Students through a Suggested Quest Based Learning Strategy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Heba%20Mustafa%20Abdullah">Heba Mustafa Abdullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research aimed at examining the effect of a using a quest based learning strategy on developing EFL Pre-Master Students. The study adopted the quasi-experimental design. The sample of the research consists of a group of 30 students enrolled in Pre-Master program, Curriculum and EFL Instruction Department, Faculty of Graduate Studies in Education Tools of the study included a EFL research skills checklist and EFL research skills test. Results revealed that there were statistically significant differences at 0.01 levels with regard to some research skills. Results were discussed in relation to several factors that affected the language learning process. Finally, the research provided beneficial contributions in relation to manipulating e-learning technologies in general and Quest based learning strategy in particular with respect to EFL research skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20as%20foreign%20language" title="English as foreign language">English as foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=e-Learning" title=" e-Learning"> e-Learning</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20skills" title=" research skills"> research skills</a>, <a href="https://publications.waset.org/abstracts/search?q=quest%20based%20learning" title=" quest based learning"> quest based learning</a> </p> <a href="https://publications.waset.org/abstracts/35747/developing-efl-research-skills-of-pre-master-students-through-a-suggested-quest-based-learning-strategy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35747.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">443</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">13027</span> Models and Metamodels for Computer-Assisted Natural Language Grammar Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Evgeny%20Pyshkin">Evgeny Pyshkin</a>, <a href="https://publications.waset.org/abstracts/search?q=Maxim%20Mozgovoy"> Maxim Mozgovoy</a>, <a href="https://publications.waset.org/abstracts/search?q=Vladislav%20Volkov"> Vladislav Volkov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper follows a discourse on computer-assisted language learning. We examine problems of foreign language teaching and learning and introduce a metamodel that can be used to define learning models of language grammar structures in order to support teacher/student interaction. Special attention is paid to the concept of a virtual language lab. Our approach to language education assumes to encourage learners to experiment with a language and to learn by discovering patterns of grammatically correct structures created and managed by a language expert. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer-assisted%20instruction" title="computer-assisted instruction">computer-assisted instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20grammar%20models" title=" natural language grammar models"> natural language grammar models</a>, <a href="https://publications.waset.org/abstracts/search?q=HCI" title=" HCI"> HCI</a> </p> <a href="https://publications.waset.org/abstracts/15680/models-and-metamodels-for-computer-assisted-natural-language-grammar-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15680.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">519</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">13026</span> The Effect of Computer-Mediated vs. Face-to-Face Instruction on L2 Pragmatics: A Meta-Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marziyeh%20Yousefi">Marziyeh Yousefi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hossein%20Nassaji"> Hossein Nassaji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports the results of a meta-analysis of studies on the effects of instruction mode on learning second language pragmatics during the last decade (from 2006 to 2016). After establishing related inclusion/ exclusion criteria, 39 published studies were retrieved and included in the present meta-analysis. Studies were later coded for face-to-face and computer-assisted mode of instruction. Statistical procedures were applied to obtain effect sizes. It was found that Computer-Assisted-Language-Learning studies generated larger effects than Face-to-Face instruction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=meta-analysis" title="meta-analysis">meta-analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=effect%20size" title=" effect size"> effect size</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20pragmatics" title=" L2 pragmatics"> L2 pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=comprehensive%20meta-analysis" title=" comprehensive meta-analysis"> comprehensive meta-analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=face-to-face" title=" face-to-face"> face-to-face</a>, <a href="https://publications.waset.org/abstracts/search?q=computer-assisted%20language%20learning" title=" computer-assisted language learning"> computer-assisted language learning</a> </p> <a href="https://publications.waset.org/abstracts/86038/the-effect-of-computer-mediated-vs-face-to-face-instruction-on-l2-pragmatics-a-meta-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86038.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">223</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">13025</span> The effect of Reflective Thinking on Iranian EFL Learners’ Language Learning Strategy Use, L2 Proficiency, and Beliefs about Second Language Learning and Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Hadi%20Mahmoodi">Mohammad Hadi Mahmoodi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mojtaba%20Farahani"> Mojtaba Farahani </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aimed at investigating whether reflective thinking differentiates Iranian EFL learners regarding language learning strategy use, beliefs about language learning and teaching, and L2 proficiency. To this end, the researcher adopted a mixed method approach. First, 94 EFL learners were asked to complete Reflective Thinking Questionnaire (Kember et al., 2000), Beliefs about Language Learning and Teaching Inventory (Horwitz, 1985), Strategy Inventory for Language Learning (Oxford, 1990), and Oxford Quick Placement Test. The results of three separate one-way ANOVAs indicated that reflective thinking significantly differentiates Iranian EFL learners concerning: (a)language learning strategy use, (b) beliefs about language learning and teaching, and (c) general language proficiency. Furthermore, to see where the differences lay, three separate post-hoc Tukey tests were run the results of which showed that learners with different levels of reflectivity (high, mid, and low) were significantly different from each other in all three dependent variables. Finally, to increase the validity of the findings thirty of the participants were interviewed and the results were analyzed through template organizing style method (Crabtree & Miller, 1999). The results of the interview analysis supported the results of quantitative data analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reflective%20thinking" title="reflective thinking">reflective thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20strategy%20use" title=" language learning strategy use"> language learning strategy use</a>, <a href="https://publications.waset.org/abstracts/search?q=beliefs%20toward%20language%20learning%20and%20teaching" title=" beliefs toward language learning and teaching"> beliefs toward language learning and teaching</a> </p> <a href="https://publications.waset.org/abstracts/19148/the-effect-of-reflective-thinking-on-iranian-efl-learners-language-learning-strategy-use-l2-proficiency-and-beliefs-about-second-language-learning-and-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19148.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">655</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">13024</span> A Comparative Study of Language Learning Strategy Use of Iranian Kurdish Bilingual and Persian Monolingual in EFL Context </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reza%20Khani">Reza Khani</a>, <a href="https://publications.waset.org/abstracts/search?q=Ziba%20Hosseini"> Ziba Hosseini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was an attempt to investigate the difference between learners of Iranian Kurdish–Persian bilingual language and Persian monolinguals, regarding language strategy use (LLS). The participants of the study were 120 monolingual Persian and 120 bilingual Kurdish studying English as a foreign language (EFL). Data were collected using strategy inventory for language learning SILL. The results show bilingual reported higher use of language learning strategies in all categories of SILL except memory strategies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title="language learning">language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=memory" title=" memory"> memory</a>, <a href="https://publications.waset.org/abstracts/search?q=monolingual" title=" monolingual"> monolingual</a>, <a href="https://publications.waset.org/abstracts/search?q=comparative%20study" title=" comparative study"> comparative study</a> </p> <a href="https://publications.waset.org/abstracts/23847/a-comparative-study-of-language-learning-strategy-use-of-iranian-kurdish-bilingual-and-persian-monolingual-in-efl-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23847.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">403</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">13023</span> Exploring Motivation and Attitude to Second Language Learning in Ugandan Secondary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nanyonjo%20Juliet">Nanyonjo Juliet</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Across Sub-Saharan Africa, it’s increasingly becoming an absolute necessity for either parents or governments to encourage learners, most particularly those attending high schools, to study a second or foreign language other than the “official language” or the language of instruction in schools. The major second or foreign languages under consideration include but are not necessarily limited to English, French, German, Arabic, Swahili/Kiswahili, Spanish and Chinese. The benefits of learning a second (foreign) language in the globalized world cannot be underestimated. Amongst others, it has been expounded to especially involve such opportunities related to traveling, studying abroad and widening one’s career prospects. Research has also revealed that beyond these non-cognitive rewards, learning a second language enables learners to become more thoughtful, considerate and confident, make better decisions, keep their brain healthier and generally – speaking, broaden their world views. The methodology of delivering a successful 2nd language – learning process by a professionally qualified teacher is located in motivation. We strongly believe that the psychology involved in teaching a foreign language is of paramount importance to a learner’s successful learning experience. The aim of this paper, therefore, is to explore and show the importance of motivation in the teaching and learning of a given 2nd (foreign) language in the local Ugandan high schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=second%20language" title="second language">second language</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language" title=" foreign language"> foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <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=official%20language" title=" official language"> official language</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20of%20instruction" title=" language of instruction"> language of instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=globalized%20world" title=" globalized world"> globalized world</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20rewards" title=" cognitive rewards"> cognitive rewards</a>, <a href="https://publications.waset.org/abstracts/search?q=non-cognitive%20rewards" title=" non-cognitive rewards"> non-cognitive rewards</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20process" title=" learning process"> learning process</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/abstracts/175351/exploring-motivation-and-attitude-to-second-language-learning-in-ugandan-secondary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175351.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">68</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">13022</span> Language Learning Strategies of Chinese Students at Suan Sunandha Rajabhat University in Thailand </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gunniga%20Anugkakul">Gunniga Anugkakul</a>, <a href="https://publications.waset.org/abstracts/search?q=Suwaree%20Yordchim"> Suwaree Yordchim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objectives were to study language learning strategies (LLSs) employed by Chinese students, and the frequency of LLSs they used, and examine the relationship between the use of LLSs and gender. The Strategy Inventory for Language Learning (SILL) by Oxford was administered to thirty-six Chinese students at Suan Sunandha Rajabhat University in Thailand. The data obtained was analyzed using descriptive statistics and chi-square tests. Three useful findings were found on the use of LLSs reported by Chinese students. First, Chinese students used overall LLSs at a high level. Second, among the six strategy groups, Chinese students employed compensation strategy most frequently and memory strategy least frequently. Third, the research results also revealed that gender had significant effect on Chinese Student’s use of overall LLSs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language" title="English language">English language</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20strategy" title=" language learning strategy"> language learning strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20students" title=" Chinese students"> Chinese students</a>, <a href="https://publications.waset.org/abstracts/search?q=compensation%20strategy" title=" compensation strategy"> compensation strategy</a> </p> <a href="https://publications.waset.org/abstracts/12405/language-learning-strategies-of-chinese-students-at-suan-sunandha-rajabhat-university-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12405.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">678</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">13021</span> The Effect of Problem-Based Mobile-Assisted Tasks on Spoken Intelligibility of English as a Foreign Language Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Loghman%20Ansarian">Loghman Ansarian</a>, <a href="https://publications.waset.org/abstracts/search?q=Teoh%20Mei%20Lin"> Teoh Mei Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In an attempt to increase oral proficiency of Iranian EFL learners, the researchers compared the effect of problem-based mobile-assisted language learning with the conventional language learning approach (Communicative Language Teaching) in Iran. The experimental group (n=37) went through PBL instruction and the control group (n=33) went through conventional instruction. The results of quantitative data analysis after 26 sessions of treatment revealed that PBL could positively affect participants' knowledge of grammar, vocabulary, spoken fluency, and pronunciation; however, in terms of task achievement, no significant effect was found. This study can have pedagogical implications for language teachers, and material developers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=problem-based%20learning" title="problem-based learning">problem-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=spoken%20intelligibility" title=" spoken intelligibility"> spoken intelligibility</a>, <a href="https://publications.waset.org/abstracts/search?q=Iranian%20EFL%20context" title=" Iranian EFL context"> Iranian EFL context</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20learning" title=" cognitive learning"> cognitive learning</a> </p> <a href="https://publications.waset.org/abstracts/95886/the-effect-of-problem-based-mobile-assisted-tasks-on-spoken-intelligibility-of-english-as-a-foreign-language-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95886.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">175</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">13020</span> A Study of Transferable Strategies in Multilanguage Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zixi%20You">Zixi You</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the demand of multilingual speakers increasing in the job market, multi-language learning programs have become more and more popular among undergraduate students. A study on multi-language learning strategies is therefore highly demanded on both practical and theoretical levels. Based on previous classification of learning strategies in SLA, and an investigation of BA Modern Language program students (with post-A level L2 and ab initio L3 learning experience from year one), this study explores and compares different types of learning strategies used by multi-language speakers and learners, transferable learning strategies between L2 and L3, and factors affecting the transfer. The results indicate that all the 23 types of learning strategies of L2 are employed when learning L3 from ab initio level, yet with different tendencies. Learning strategy transfer from L2 to L3 (i.e., the learners attribute the applying of these L3 learning strategies to be a direct result of their L2 learning experience) are observed in all 23 types of learning strategies. Comparatively, six types of “cognitive strategies” have higher transfer tendency than others. With regard to the failure of the transfer of some particular L2 strategies and the development of independent L3 strategies of individual learners, factors such as language proficiency, language typology and learning environment have played important roles among others. The presentation of this study will provide audiences with detailed data, insightful analysis and discussion on both theoretical and practical aspects of multi-language learning that will benefit both students and educators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20strategy" title="learning strategy">learning strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-language%20acquisition" title=" multi-language acquisition"> multi-language acquisition</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=strategy%20transfer" title=" strategy transfer"> strategy transfer</a> </p> <a href="https://publications.waset.org/abstracts/29430/a-study-of-transferable-strategies-in-multilanguage-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29430.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">575</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">13019</span> Interlanguage Pragmatics Instruction: Evidence from EFL Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asma%20Ben%20Abdallah">Asma Ben Abdallah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Interlanguage Pragmatics (ILP) Instruction has brought a lot of enlightenment for Foreign Language Teaching and has secured itself a deserved position in SLA research. In the Tunisian context, ILP instruction remains less explored for academics and educational practitioners. In our experience as teachers, both at secondary school and at university levels, the instruction and assessment of pragmatics seem to be contentious. This paper firstly introduces the theoretical models of Interlanguage pragmatics Instruction and focuses on their implications for foreign language teaching. This study builds on the work of Ben Abdallah (2015) that investigated the effects of pragmatic Instruction on Tunisian EFL Learners where pragmatic Instruction has been approached from the perspective of students and their learning strategies. The data for the present study, however, come from Tunisian EFL teachers by investigating their pragmatics practices and their perceptions of pragmatic instruction. The findings indicated that EFL teachers have pragmatic awareness; yet, their reflections revealed that their awareness was mostly on theoretical pragmatic knowledge, and not explicitly brought into practical pragmatic applications. The paper concludes by promoting pragmatics instruction with the suggestion that EFL teachers should teach pragmatics in class. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interlanguage%20pragmatics%20theory" title="interlanguage pragmatics theory">interlanguage pragmatics theory</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatics" title=" pragmatics"> pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatic%20instruction" title=" pragmatic instruction"> pragmatic instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=SLA" title=" SLA"> SLA</a> </p> <a href="https://publications.waset.org/abstracts/93437/interlanguage-pragmatics-instruction-evidence-from-efl-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93437.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">281</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">13018</span> Anxiety Caused by the Single Mode of Instruction in Multilingual Classrooms: The Case of African Language Learners </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stanle%20Madonsela">Stanle Madonsela</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For learning to take place effectively, learners have to use language. Language becomes a critical tool by which to communicate, to express feelings, desires and thoughts, and most of all to learn. However, each individual’s capacity to use language is unique. In multilingual countries, classrooms usually comprise learners from different language backgrounds, and therefore the language used for teaching and learning requires rethinking. Interaction in the classroom, if done in a language that is understood by the learners, could maximise the outcomes of learning. This paper explores the extent to which the use of a single code becomes a source of anxiety to learners in multilingual classrooms in South African schools. It contends that a multilingual approach in the learning process should be explored in order to promote learner autonomy in the learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom" title=" classroom"> classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20teaching" title=" foreign language teaching"> foreign language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual" title=" multilingual "> multilingual </a> </p> <a href="https://publications.waset.org/abstracts/26790/anxiety-caused-by-the-single-mode-of-instruction-in-multilingual-classrooms-the-case-of-african-language-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26790.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">536</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">13017</span> De-Learning Language at Preschool: A Case of Nepal</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meenakshi%20Dahal">Meenakshi Dahal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Generally, children start verbal communication by the age of eighteen months. Though they have difficulties in constructing complete sentences, they try to make their thought s understandable to the audience. By the age of 36 months, when they enroll in preschool, their Language and communication skills are enhanced. Children need plenty of classroom experiences that will help them to develop their oral language skills. Oral language is the primary means through which each individual child is enabled to structure, evaluate, describe and to express his/her experiences. In the context of multi lingual and multi-cultural country like Nepal, the languages used in preschool and the communities vary. In such a case, the language of instruction in the preschool is different from the language used by the children to communicate at home. Using qualitative research method the socio-cultural aspect of the language learning has been analyzed. This has been done by analyzing and exploring preschool activities as well as the language of instruction and communication in the preschools in rural Nepal. It is found that the language of instruction is different from the language of communications primarily used by the children. Teachers seldom use local language resulting in difficulties for the children to understand. Instead of recognizing their linguistic, social and cultural capitals teachers conform to using the Nepali language which the children are not familiar with. Children have to adapt to new language structures and patterns of usage resulting them to be slow in oral language and communication in the preschool. The paper concludes that teachers have to recognize the linguistic capitals of the children and schools need to be responsible to facilitate this process for all children, whatever their language background. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children" title="children">children</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool" title=" preschool"> preschool</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-culture" title=" socio-culture"> socio-culture</a> </p> <a href="https://publications.waset.org/abstracts/41817/de-learning-language-at-preschool-a-case-of-nepal" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41817.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">392</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">13016</span> Effects of E-Learning Mode of Instruction and Conventional Mode of Instruction on Student’s Achievement in English Language in Senior Secondary Schools, Ibadan Municipal, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibode%20Osa%20Felix">Ibode Osa Felix</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of e-Learning is presently intensified in the academic world following the outbreak of the Covid-19 pandemic in early 2020. Hitherto, e-learning had made its debut in teaching and learning many years ago when it emerged as an aspect of Computer Based Teaching, but never before has its patronage become so important and popular as currently obtains. Previous studies revealed that there is an ongoing debate among researchers on the efficacy of the E-learning mode of instruction over the traditional teaching method. Therefore, the study examined the effect of E-learning and Conventional Mode of Instruction on Students Achievement in the English Language. The study is a quasi-experimental study in which 230 students, from three public secondary schools, were selected through a simple random sampling technique. Three instruments were developed, namely, E-learning Instructional Guide (ELIG), Conventional Method of Instructional Guide (CMIG), and English Language Achievement Test (ELAT). The result revealed that students taught through the conventional method had better results than students taught online. The result also shows that girls taught with the conventional method of teaching performed better than boys in the English Language. The study, therefore, recommended that effort should be made by the educational authorities in Nigeria to provide internet facilities to enhance practices among learners and provide electricity to power e-learning equipment in the secondary schools. This will boost e-learning practices among teachers and students and consequently overtake conventional method of teaching in due course. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=conventional%20method%20of%20teaching" title=" conventional method of teaching"> conventional method of teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement%20in%20english" title=" achievement in english"> achievement in english</a>, <a href="https://publications.waset.org/abstracts/search?q=electricity" title=" electricity"> electricity</a> </p> <a href="https://publications.waset.org/abstracts/143419/effects-of-e-learning-mode-of-instruction-and-conventional-mode-of-instruction-on-students-achievement-in-english-language-in-senior-secondary-schools-ibadan-municipal-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143419.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">170</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">13015</span> Instruction and Learning Design Consideration for the Development of Mobile Learning Application</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Sarrab">M. Sarrab</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Elbasir"> M. Elbasir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Most of mobile learning applications currently available are developed for the formal education and learning environment. Those applications are characterized by the improvement of the interaction process between instructors and learners to provide more collaboration and flexibility in the learning process. Despite the long history and large amount of research on Instruction design model and mobile learning there is no complete and well defined set of steps to follow in designing mobile learning applications. Based on this scenario, this paper focuses on identifying instruction design phases considerations and influencing factors in developing mobile learning application. This set of instruction design steps includes analysis, design, development, implementation, evaluation and continuous has been built from a literature study with focus on standards for learning and mobile application software quality and guidelines. The effort is part of an Omani-funded research project investigating the development, adoption and dissemination of mobile learning in Oman. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instruction%20design" title="instruction design">instruction design</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20application" title=" mobile application"> mobile application</a> </p> <a href="https://publications.waset.org/abstracts/24386/instruction-and-learning-design-consideration-for-the-development-of-mobile-learning-application" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24386.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">603</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">13014</span> English Learning Strategy and Proficiency Level of the First Year Students, International College, Suan Sunandha Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kanokrat%20Kunasaraphan">Kanokrat Kunasaraphan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study was to identify whether English language learning strategies commonly used by the first year students at International College, Suan Sunandha Rajabhat University include six direct and indirect strategies. The study served to explore whether there was a difference in these students’ use of six direct and indirect English learning strategies between the different levels of their English proficiency. The questionnaire used as a research instrument was comprised of two parts: General information of participants and the Strategy Inventory for Language Learning (SILL). The researcher employed descriptive statistics and one-way ANOVA (F-test) to analyze the data. The results of the analysis revealed that English learning strategies commonly used by the first year students include six direct and indirect strategies, including differences in strategy use of the students with different levels of English proficiency. Recommendations for future research include the study of language learning strategy use with other research methods focusing on other languages, specific language skills, and/or the relationship of language learning strategy use and other factors in other programs and/or institutions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20learning%20strategies" title="English learning strategies">English learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=direct%20strategies" title=" direct strategies"> direct strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=indirect%20strategies" title=" indirect strategies"> indirect strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=proficiency%20level" title=" proficiency level"> proficiency level</a> </p> <a href="https://publications.waset.org/abstracts/18387/english-learning-strategy-and-proficiency-level-of-the-first-year-students-international-college-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18387.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">303</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">13013</span> Reading Strategy Instruction in Secondary Schools in China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leijun%20Zhang">Leijun Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reading literacy has become a powerful tool for academic success and an essential goal of education. The ability to read is not only fundamental for pupils’ academic success but also a prerequisite for successful participation in today’s vastly expanding multi-literate textual environment. It is also important to recognize that, in many educational settings, students are expected to learn a foreign/second language for successful participation in the increasingly globalized world. Therefore, it is crucial to help learners become skilled foreign-language readers. Research indicates that students’ reading comprehension can be significantly improved through explicit instruction of multiple reading strategies. Despite the wealth of research on how to enhance learners’ reading comprehension achievement by identifying an enormous range of reading strategies and techniques for assisting students in comprehending specific texts, relatively scattered studies have centered on whether these reading comprehension strategies and techniques are used in classrooms, especially in Chinese academic settings. Given the central role of ‘the teacher’ in reading instruction, the study investigates the degree of importance that EFL teachers attach to reading comprehension strategies and their classroom employment of those strategies in secondary schools in China. It also explores the efficiency of reading strategy instruction on pupils’ reading comprehension performance. As a mix-method study, the analysis drew on data from a quantitative survey and interviews with seven teachers. The study revealed that the EFL teachers had positive attitudes toward the use of cognitive strategies despite their insufficient knowledge about and limited attention to the metacognitive strategies and supporting strategies. Regarding the selection of reading strategies for instruction, the mandated curriculum and high-stakes examinations, text features and demands, teaching preparation programs and their own EFL reading experiences were the major criteria in their responses, while few teachers took into account the learner needs in their choice of reading strategies. Although many teachers agreed upon the efficiency of reading strategy instruction in developing students’ reading comprehension competence, three challenges were identified in their implementation of the strategy instruction. The study provides some insights into reading strategy instruction in EFL contexts and proposes implications for curriculum innovation, teacher professional development, and reading instruction research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension%20strategies" title="reading comprehension strategies">reading comprehension strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20reading%20instruction" title=" EFL reading instruction"> EFL reading instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teacher%20cognition" title=" language teacher cognition"> language teacher cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/156207/reading-strategy-instruction-in-secondary-schools-in-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156207.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">90</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">13012</span> Enhancing Pedagogical Practices in Online Arabic Language Instruction: Challenges, Opportunities, and Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Salah%20Algabli">Salah Algabli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As online learning takes center stage; Arabic language instructors face the imperative to adapt their practices for the digital realm. This study investigates the experiences of online Arabic instructors to unveil the pedagogical opportunities and challenges this format presents. Utilizing a transcendental phenomenological approach with 15 diverse participants, the research shines a light on the unique realities of online language teaching at the university level, specifically in the United States. The study proposes theoretical and practical solutions to maximize the benefits of online language learning while mitigating its challenges. Recommendations cater to instructors, researchers, and program coordinators, paving the way for enhancing the quality of online Arabic language education. The findings highlight the need for pedagogical approaches tailored to the online environment, ultimately shaping a future where both instructors and learners thrive in this digital landscape. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20Arabic%20language%20learning" title="online Arabic language learning">online Arabic language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20opportunities%20and%20challenges" title=" pedagogical opportunities and challenges"> pedagogical opportunities and challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20Arabic%20teachers" title=" online Arabic teachers"> online Arabic teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20language%20instruction" title=" online language instruction"> online language instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20pedagogy" title=" digital pedagogy"> digital pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/179773/enhancing-pedagogical-practices-in-online-arabic-language-instruction-challenges-opportunities-and-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179773.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">13011</span> The Content-Based Classroom: Perspectives on Integrating Language and Content</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mourad%20Ben%20Bennani">Mourad Ben Bennani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Views of language and language learning have undergone a tremendous change over the last decades. Language is no longer seen as a set of structured rules. It is rather viewed as a tool of interaction and communication. This shift in views has resulted in change in viewing language learning, which gave birth to various approaches and methodologies of language teaching. Two of these approaches are content-based instruction and content and language integrated learning (CLIL). These are similar approaches which integrate content and foreign/second language learning through various methodologies and models as a result of different implementations around the world. This presentation deals with sociocultural view of CBI and CLIL. It also defines language and content as vital components of CBI and CLIL. Next it reviews the origins of CBI and the continuum perspectives and CLIL definitions and models featured in the literature. Finally it summarizes current aspects around research in program evaluation with a focus on the benefits and challenges of these innovative approaches for second language teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CBI" title="CBI">CBI</a>, <a href="https://publications.waset.org/abstracts/search?q=CLIL" title=" CLIL"> CLIL</a>, <a href="https://publications.waset.org/abstracts/search?q=CBI%20continuum" title=" CBI continuum"> CBI continuum</a>, <a href="https://publications.waset.org/abstracts/search?q=CLIL%20models" title=" CLIL models"> CLIL models</a> </p> <a href="https://publications.waset.org/abstracts/40898/the-content-based-classroom-perspectives-on-integrating-language-and-content" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40898.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">434</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">13010</span> Enhancing Students’ Language Competencies through Cooperative Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raziel%20Felix-Aguelo">Raziel Felix-Aguelo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language competencies refer to the knowledge and abilities to use English in four inter-related skills: Speaking, listening, reading, and writing. Cooperative learning is a type of instruction where learners are grouped together to work on an assignment, project, or task. To become competent in second language, one needs to actively use English in each of four modalities. Learning English is challenging to second language learners. Sometimes, some students feel demotivated and scared to use English during class discussions and recitations. This paper explores the students’ attitude and perception towards cooperative learning in enhancing their language competencies. The primary method for this research is case study. Thirty-two grade 9 students within a single selected class are used as sample. The instruments used in data collection were questionnaire and semi-structured interviews. The finding shows that collaborative learning activities enhance the four skills of the students. The participants consider this approach motivational as they engage and interact with others. This indicates that students develop their language competencies as they rely to one another in doing meaningful language activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20competencies" title="language competencies">language competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title=" collaborative learning"> collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20activities" title=" language activities"> language activities</a> </p> <a href="https://publications.waset.org/abstracts/54878/enhancing-students-language-competencies-through-cooperative-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54878.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">344</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">13009</span> Implementation of the Collaborative Learning Approach in Learning of Second Language English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ashwini%20Mahesh%20Jagatap">Ashwini Mahesh Jagatap</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the language learning strategy with respect to speaking skill with collaborative learning approach. Collaborative learning has been proven to be efficient learning methodology for all kinds of students. Students are working in groups of two or more, reciprocally searching for understanding, Solutions, or meanings, or creating a product. The presentation highlights the different stages which can be implemented during actual implementation of the methodology in the class room teaching learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20classroom" title="collaborative classroom">collaborative classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning%20approach" title=" collaborative learning approach"> collaborative learning approach</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=traditional%20teaching" title=" traditional teaching"> traditional teaching</a> </p> <a href="https://publications.waset.org/abstracts/23125/implementation-of-the-collaborative-learning-approach-in-learning-of-second-language-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23125.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">573</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">13008</span> A Case Study Comparing the Effect of Computer Assisted Task-Based Language Teaching and Computer-Assisted Form Focused Language Instruction on Language Production of Students Learning Arabic as a Foreign Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hanan%20K.%20Hassanein">Hanan K. Hassanein</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Task-based language teaching (TBLT) and focus on form instruction (FFI) methods were proven to improve quality and quantity of immediate language production. However, studies that compare between the effectiveness of the language production when using TBLT versus FFI are very little with results that are not consistent. Moreover, teaching Arabic using TBLT is a new field with few research that has investigated its application inside classrooms. Furthermore, to the best knowledge of the researcher, there are no prior studies that compared teaching Arabic as a foreign language in a classroom setting using computer-assisted task-based language teaching (CATBLT) with computer-assisted form focused language instruction (CAFFI). Accordingly, the focus of this presentation is to display CATBLT and CAFFI tools when teaching Arabic as a foreign language as well as demonstrate an experimental study that aims to identify whether or not CATBLT is a more effective instruction method. The effectiveness will be determined through comparing CATBLT and CAFFI in terms of accuracy, lexical complexity, and fluency of language produced by students. The participants of the study are 20 students enrolled in two intermediate-level Arabic as a foreign language classes. The experiment will take place over the course of 7 days. Based on a study conducted by Abdurrahman Arslanyilmaz for teaching Turkish as a second language, an in-house computer assisted tool for the TBLT and another one for FFI will be designed for the experiment. The experimental group will be instructed using the in-house CATBLT tool and the control group will be taught through the in-house CAFFI tool. The data that will be analyzed are the dialogues produced by students in both the experimental and control groups when completing a task or communicating in conversational activities. The dialogues of both groups will be analyzed to understand the effect of the type of instruction (CATBLT or CAFFI) on accuracy, lexical complexity, and fluency. Thus, the study aims to demonstrate whether or not there is an instruction method that positively affects the language produced by students learning Arabic as a foreign language more than the other. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20assisted%20language%20teaching" title="computer assisted language teaching">computer assisted language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20teaching" title=" foreign language teaching"> foreign language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=form-focused%20instruction" title=" form-focused instruction"> form-focused instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=task%20based%20language%20teaching" title=" task based language teaching"> task based language teaching</a> </p> <a href="https://publications.waset.org/abstracts/79009/a-case-study-comparing-the-effect-of-computer-assisted-task-based-language-teaching-and-computer-assisted-form-focused-language-instruction-on-language-production-of-students-learning-arabic-as-a-foreign-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79009.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">250</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">13007</span> Effects of Bilingual Education in the Teaching and Learning Practices in the Continuous Improvement and Development of k12 Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Miriam%20Sebastian">Miriam Sebastian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research focused on the effects of bilingual education as medium of instruction to the academic performance of selected intermediate students of Miriam’s Academy of Valenzuela Inc. . An experimental design was used, with language of instruction as the independent variable and the different literacy skills as dependent variables. The sample consisted of experimental students comprises of 30 students were exposed to bilingual education (Filipino and English) . They were given pretests and were divided into three groups: Monolingual Filipino, Monolingual English, and Bilingual. They were taught different literacy skills for eight weeks and were then administered the posttests. Data was analyzed and evaluated in the light of the central processing and script-dependent hypotheses. Based on the data, it can be inferred that monolingual instruction in either Filipino or English had a stronger effect on the students’ literacy skills compared to bilingual instruction. Moreover, mother tongue-based instruction, as compared to second-language instruction, had stronger effect on the preschoolers’ literacy skills. Such results have implications not only for mother tongue-based (MTB) but also for English as a second language (ESL) instruction in the country <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=effects" title="effects">effects</a>, <a href="https://publications.waset.org/abstracts/search?q=monolingual" title=" monolingual"> monolingual</a>, <a href="https://publications.waset.org/abstracts/search?q=function" title="function">function</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual" title=" multilingual"> multilingual</a>, <a href="https://publications.waset.org/abstracts/search?q=mother%20tongue" title=" mother tongue"> mother tongue</a> </p> <a href="https://publications.waset.org/abstracts/120430/effects-of-bilingual-education-in-the-teaching-and-learning-practices-in-the-continuous-improvement-and-development-of-k12-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120430.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">127</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">13006</span> Understanding the Heart of the Matter: A Pedagogical Framework for Apprehending Successful Second Language Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cinthya%20Olivares%20Garita">Cinthya Olivares Garita</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Untangling language processing in second language development has been either a taken-for-granted and overlooked task for some English language teaching (ELT) instructors or a considerable feat for others. From the most traditional language instruction to the most communicative methodologies, how to assist L2 learners in processing language in the classroom has become a challenging matter in second language teaching. Amidst an ample array of methods, strategies, and techniques to teach a target language, finding a suitable model to lead learners to process, interpret, and negotiate meaning to communicate in a second language has imposed a great responsibility on language teachers; committed teachers are those who are aware of their role in equipping learners with the appropriate tools to communicate in the target language in a 21stcentury society. Unfortunately, one might find some English language teachers convinced that their job is only to lecture students; others are advocates of textbook-based instruction that might hinder second language processing, and just a few might courageously struggle to facilitate second language learning effectively. Grounded on the most representative empirical studies on comprehensible input, processing instruction, and focus on form, this analysis aims to facilitate the understanding of how second language learners process and automatize input and propose a pedagogical framework for the successful development of a second language. In light of this, this paper is structured to tackle noticing and attention and structured input as the heart of processing instruction, comprehensible input as the missing link in second language learning, and form-meaning connections as opposed to traditional grammar approaches to language teaching. The author finishes by suggesting a pedagogical framework involving noticing-attention-comprehensible-input-form (NACIF based on their acronym) to support ELT instructors, teachers, and scholars on the challenging task of facilitating the understanding of effective second language development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=second%20language%20development" title="second language development">second language development</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20framework" title=" pedagogical framework"> pedagogical framework</a>, <a href="https://publications.waset.org/abstracts/search?q=noticing" title=" noticing"> noticing</a>, <a href="https://publications.waset.org/abstracts/search?q=attention" title=" attention"> attention</a>, <a href="https://publications.waset.org/abstracts/search?q=comprehensible%20input" title=" comprehensible input"> comprehensible input</a>, <a href="https://publications.waset.org/abstracts/search?q=form" title=" form"> form</a> </p> <a href="https://publications.waset.org/abstracts/189355/understanding-the-heart-of-the-matter-a-pedagogical-framework-for-apprehending-successful-second-language-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189355.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">28</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">13005</span> Students’ Attitudes towards Self-Directed Learning out of Classroom: Indonesian Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Silmy%20A.%20Humaira%27">Silmy A. Humaira'</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is an issue about Asian students including Indonesian students that tend to behave passively in the classroom and depend on the teachers’ instruction. Regarding this statement, this study attempts to address the Indonesian high school students’ attitudes on whether they have initiative and be responsible for their learning out of the classroom and if so, why. Therefore, 30 high school students were asked to fill out the questionnaires and interviewed in order to figure out their attitudes towards self-directed learning. The descriptive qualitative research analysis adapted Knowles’s theory (1975) about Self-directed learning (SDL) to analyze the data. The findings show that the students have a potential to possess self-directed learning through ICT, but they have difficulties in choosing appropriate learning strategy, doing self-assessment and conducting self-reflection. Therefore, this study supports the teacher to promote self-directed learning instruction for successful learning by assisting students in dealing with those aforementioned problems. Furthermore, it is expected to be a beneficial reference which gives new insights on the self-directed learning practice in specific context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICT" title="ICT">ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20autonomy" title=" learning autonomy"> learning autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20attitudes" title=" students’ attitudes"> students’ attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=self-directed%20learning" title=" self-directed learning"> self-directed learning</a> </p> <a href="https://publications.waset.org/abstracts/83302/students-attitudes-towards-self-directed-learning-out-of-classroom-indonesian-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83302.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">227</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">13004</span> A Sociocultural View of Ethnicity of Parents and Children's Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thapanee%20Musiget">Thapanee Musiget</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ethnic minority children’s language learning is believed that it can be developed through school system. However, many cases prove that these kids are left to challenge with multicultural context at school and sometimes decreased the ability to acquire new learning. Consequently, it is significant for ethnicity parents to consider that prompting their children at home before their actual school age can eliminate negative outcome of children's language acquisition. This paper discusses the approach of instructional use of parents and children language learning in the context of minority language group in Thailand. By conducting this investigation, secondary source of data was gathered with the purpose to point out some primary methods for parents and children in ethnicity. The process of language learning is based on the sociocultural theory of Vygotsky, which highlights expressive communication among individuals as the best motivating force in human development and learning. The article also highlights the role of parents as they lead the instruction approach. In the discussion part, the role of ethnic minority parents as a language instructor is offered as mediator. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethnic%20minority" title="ethnic minority">ethnic minority</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20context" title=" multicultural context"> multicultural context</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural%20theory" title=" sociocultural theory"> sociocultural theory</a> </p> <a href="https://publications.waset.org/abstracts/52184/a-sociocultural-view-of-ethnicity-of-parents-and-childrens-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52184.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">390</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=language%20learning%20strategy%20instruction&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=language%20learning%20strategy%20instruction&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=language%20learning%20strategy%20instruction&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=language%20learning%20strategy%20instruction&page=5">5</a></li> <li class="page-item"><a class="page-link" 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