Echoing the English Language Experiences of Multilingual Students in Formal and Informal Settings
Keywords:
language learning and acquisition, summative diary, factors influencing English language learning, multilingual students
Abstract
The present study aims to investigate the factors that influenced the English language learning/acquisition of nine multilingual university students who majored in English. Using Sim’s (2006) categories of English language learning factors, the participants narrated their formal and informal English language experiences through a summative diary and informal interview. In general, the results show the same set of key categories that are found in previous studies. These are motivation, beliefs, autonomy, anxiety, language learning strategies, and instructional materials, activities, and facilities. However, the collection of specific narrations paints a different picture of the English language learning experiences of these multilingual participants. Based on the results, recommendations are given to enhance the teaching and learning of English in multilingual and multicultural settings and in the context of the present educational landscape.References
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Adelodun, G.A. & Asiru, A.B. (2015). Instructional resources as determinants of English language performance of secondary school high-achieving students in Ibadan, Oyo State. Journal of Education and Practice, 6(21), 195-200.
Atkinso, D. (1987). The mother tongue in the classroom: A neglected resource? ELT Journal 41(4), 241-247.
Bailey, K. (1991). Diary studies of classroom language learning: The doubting game and the believing game. https://files.eric.ed.gov/fulltext/ED367166.pdf
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37,122-147
Bandura, A. (1999). Social cognitive theory: An agentic perspective. Asian Journal of Social Psychology, 2(1), 21–41. https://doi.org/10.1111/1467-839x.00024
Barrett, P., Treves, A., Shmis, T., Ambasz, D., and Ustinova, M. (2019). The impact of school infrastructure on learning: A synthesis of the evidence. The World Bank.
Bailey, KM., and Ochsner, R. (1983). A methodological review of the diary studies: Windmill tilting or social science? In K.M. Bailey, M.R. Long, & S. Peck (eds.), Second language acquisition studies (pp.188-198). Newbury House.
Blanche, P., & Merino, b. (1989). Self-assessment of foreign language skills: Implications for teachers and researchers. Language Learning, 39 (3), 313-340.
Cabigon, M. (2015). State of English in the Philippines: Should we be concerned? https://www.britishcouncil.ph/teach/state-english-philippines-should-we-be-concerned-2
Castello, D. (2015). First language acquisition and classroom language learning: Similarities and differences. https://www.birmingham.ac.uk/Documents/college-artslaw/cels/essays/secondlanguage/First-Language-Acquisition-and-Classroom-Language-Learning-Similarities-and-Differences.pdf
Chamot, A. (2004). Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching, 1(1), 14-26.
Chen, J., Justice, L., Tambyraja, S., & Sawyer, B. (2020). Exploring the mechanism through which peer effects operate in preschool classrooms to influence language growth. Early Childhood Research Quarterly, 53, 1-10.
Cummins, J. (1981). Age on arrival and immigrant second language learning in Canada. Applied Linguistics, 2, l32-l49.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117-135.
Erling, E., Foltz, A., Siwik, F. & Brummer, M. (2021). Teaching English to linguistically diverse students from migration backgrounds: From deficit perspectives to pockets of possibility. Languages 7(3), 1-22. https://doi.org/ 10.3390/languages7030186
Fawole, A., & Pillay, P. (2019). Introducing the English Language to learners in a multilingual environment: a dilemma that must be resolved. Gender & Behaviour, 17(1), 12583-12596.
Graham, S. (2022). ‘Self-efficacy and language learning – what it is and what it isn't’. The Language Learning Journal, 50(2), 186–207.
Harris, M. (1997). Self-assessment of language learning in formal settings. ELT Journal, 51(1), 12-20.
Hanus, K. (2016). Factors that influence learning by English language learners (ELLs). BU Journal of Graduate Studies in Education, 8(2), 19-22.
Horwitz, E.K., Horwitz, M.B., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125-132.
Hyers, L.L. (2018). Diary methods. Oxford University Press.
Ismaili, M. (2015). Teaching English in a multilingual setting. Social and Behavioral Sciences, 199, 189 – 195.
Krashen, S. (1981). Second language acquisition and second language learning. Pergamon Press.
Kuntz, P. (1996). Students of anxiety Egyptian: A pilot study of beliefs about language learning [Doctoral thesis, the University of Wisconsin]. https://files.eric.ed.gov/fulltext/ED397649.pdf
Lee, J. & Heinz, M. (2016). Learning Strategies Reported By Advanced Language Learners. Journal of International Education Research, 12(2).
Lier, V. (1996). Interaction in the Language Classroom: Awareness, Autonomy, and Authenticity. Harlow: Addisson Wesley Longman
Little, D. (1991). Learner Autonomy: Definitions, Issues, Problems. Dublin: Authentic.
Littlewood, W. (1995) foreign and Second Language Acquisition. New York: Prentice-Hall.
Makowy, L. (2009). Factors affecting second language acquisition. http://liu.diva-portal.org/smash/get/diva2:280478/FULLTEXT01.pdf
Mali, M. (2017) Adult learners’ experiences in learning English: A case study of two university students in Indonesia. IJOLTI, 2(2), 131-146.
Martin, H. (2018). Why Manila’s English-speaking bubble needs to pop. The McGill International Review. https://www.mironline.ca/why-manilas-english-speaking-bubble-needs-to-pop/
Matic M. (2011). The English language learning experience and its impact on the future English language teacher’s career. Social and Behavioral Sciences, 11, 132-135.
Oxford, R. (1990). Language learning strategies: what every teacher should know? Newbury House/Harper & Row.
Oxford, R. & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. Modern Language Journal, 78, 12-28.
Nunan, D. (1996). Towards autonomous learning: Some theoretical, empirical, and practical issues. In R. Pemberton, Li, E., Or, W., & Pierson, H., Taking control: Autonomy in language learning (pp. 13-26). Hong Kong University Press.
Pandey, M. and Pandey, P. (2014). Better English for better employment opportunities. International Journal of Multidisciplinary Approach and Studies, 1(4), 93-100.
Pemberton, R., Li, E., & Or, W., & Pierson, H. (1996). Taking control: Autonomy in language learning. Hong Kong University Press.
Reeve, J. & Sung Hyeon Cheon, (2021). Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice, Educational Psychologist, 56(1), 54-77. doi:10.1080/00461520.2020.1862657
Rondon, E.J. & Vera, L.F. (2016). Understanding the role of teaching materials in a beginners’ level English as a foreign language course: A case study. Profile, 18(2), 125-137.
Schunk, D., & DiBenetto, M. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101-832.
Shibata, N. (2019). The impact of students’ beliefs about English language learning on out-of-class learning. Relay Journal, 2 (1), 122-136.
Sim, F. (2006). Reflections of PRC ESL learners on their English language learning experience. RELC. Singapore: Center for English Language Communication.,5 (2), 25-46.
Sylvén, L.K. and Sundqvist, P. (2012). Gaming as extramural English L2 and L2 proficiency among young learners. ReCALL, 24, pp. 302-321. doi:10.1017/S095834401200016X
Ting, S., Marzuki, E., Chuah, K., Misieng, J., & Jerome, C. (2017). Employers’ views on the importance of English proficiency and communication skill for employability in Malaysia. Indonesian Journal of Applied Linguistics, 7(2), pp. 315-327.
Tuan, L. (2012). An empirical research on EFL learner’s motivation. Theory and Practice in Language Studies, 2(3), 430-439.
Tzanakis, M. (2011). Bourdieu’s Social Reproduction Thesis and The Role of Cultural Capital in Educational Attainment: A Critical Review of Key Empirical Studies. Educate, 11(1), pp. 76-90
Wachob, P. (2004). Training Chinese students to be ‘western learners”. STETS Language and Communication Review, 5 (2),25-46.
Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. https://www.frontiersin.org/articles/ 10.3389/fpsyg.2019.03087/full
Yan, T. (2017). Exploring interactions between adult English learners and their teachlive digital character peers [Doctoral thesis, University of Central Florida]. Electronic Theses and Dissertations. https://stars.library.ucf.edu/etd/5548
Yang Dong & Bonnie Wing-Yin Chow (2022). Home literacy environment and English as a second language acquisition: A meta-analysis, language learning and development. doi: 10.1080/15475441.2021.2003197
Yi, J. (2008). The use of diaries as a qualitative research method to investigate teachers’ perception and use of rating schemes. Journal of PanPacific Association of Applied Linguistics, 12(1), 1-10.
Yu, R. (2007). Motivating English Students. TESOL, 4(4).
Yuefang, S. (2019). An analysis on the factors affecting second language acquisition and its implications for teaching and learning. Journal of Language Teaching and Research, 10(5), 1018-1022. doi: http://dx.doi.org/10.17507/jltr.1005.14
Zheng, Y. (2008). Anxiety and second/foreign language learning revisited. Canadian Journal for New Scholars in Education, 1(1), 1-12.
Adamo, G. & Igene, S. (2015). Teaching English in a multilingual and multicultural context: The Nigeria experience. IAFOR International Conference on Language Learning - Dubai 2015 Official Conference Proceedings. https://papers.iafor.org/wp-content/uploads/papers/iicll2015/IICLL2015_07373.pdf
Adelodun, G.A. & Asiru, A.B. (2015). Instructional resources as determinants of English language performance of secondary school high-achieving students in Ibadan, Oyo State. Journal of Education and Practice, 6(21), 195-200.
Atkinso, D. (1987). The mother tongue in the classroom: A neglected resource? ELT Journal 41(4), 241-247.
Bailey, K. (1991). Diary studies of classroom language learning: The doubting game and the believing game. https://files.eric.ed.gov/fulltext/ED367166.pdf
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37,122-147
Bandura, A. (1999). Social cognitive theory: An agentic perspective. Asian Journal of Social Psychology, 2(1), 21–41. https://doi.org/10.1111/1467-839x.00024
Barrett, P., Treves, A., Shmis, T., Ambasz, D., and Ustinova, M. (2019). The impact of school infrastructure on learning: A synthesis of the evidence. The World Bank.
Bailey, KM., and Ochsner, R. (1983). A methodological review of the diary studies: Windmill tilting or social science? In K.M. Bailey, M.R. Long, & S. Peck (eds.), Second language acquisition studies (pp.188-198). Newbury House.
Blanche, P., & Merino, b. (1989). Self-assessment of foreign language skills: Implications for teachers and researchers. Language Learning, 39 (3), 313-340.
Cabigon, M. (2015). State of English in the Philippines: Should we be concerned? https://www.britishcouncil.ph/teach/state-english-philippines-should-we-be-concerned-2
Castello, D. (2015). First language acquisition and classroom language learning: Similarities and differences. https://www.birmingham.ac.uk/Documents/college-artslaw/cels/essays/secondlanguage/First-Language-Acquisition-and-Classroom-Language-Learning-Similarities-and-Differences.pdf
Chamot, A. (2004). Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching, 1(1), 14-26.
Chen, J., Justice, L., Tambyraja, S., & Sawyer, B. (2020). Exploring the mechanism through which peer effects operate in preschool classrooms to influence language growth. Early Childhood Research Quarterly, 53, 1-10.
Cummins, J. (1981). Age on arrival and immigrant second language learning in Canada. Applied Linguistics, 2, l32-l49.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117-135.
Erling, E., Foltz, A., Siwik, F. & Brummer, M. (2021). Teaching English to linguistically diverse students from migration backgrounds: From deficit perspectives to pockets of possibility. Languages 7(3), 1-22. https://doi.org/ 10.3390/languages7030186
Fawole, A., & Pillay, P. (2019). Introducing the English Language to learners in a multilingual environment: a dilemma that must be resolved. Gender & Behaviour, 17(1), 12583-12596.
Graham, S. (2022). ‘Self-efficacy and language learning – what it is and what it isn't’. The Language Learning Journal, 50(2), 186–207.
Harris, M. (1997). Self-assessment of language learning in formal settings. ELT Journal, 51(1), 12-20.
Hanus, K. (2016). Factors that influence learning by English language learners (ELLs). BU Journal of Graduate Studies in Education, 8(2), 19-22.
Horwitz, E.K., Horwitz, M.B., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125-132.
Hyers, L.L. (2018). Diary methods. Oxford University Press.
Ismaili, M. (2015). Teaching English in a multilingual setting. Social and Behavioral Sciences, 199, 189 – 195.
Krashen, S. (1981). Second language acquisition and second language learning. Pergamon Press.
Kuntz, P. (1996). Students of anxiety Egyptian: A pilot study of beliefs about language learning [Doctoral thesis, the University of Wisconsin]. https://files.eric.ed.gov/fulltext/ED397649.pdf
Lee, J. & Heinz, M. (2016). Learning Strategies Reported By Advanced Language Learners. Journal of International Education Research, 12(2).
Lier, V. (1996). Interaction in the Language Classroom: Awareness, Autonomy, and Authenticity. Harlow: Addisson Wesley Longman
Little, D. (1991). Learner Autonomy: Definitions, Issues, Problems. Dublin: Authentic.
Littlewood, W. (1995) foreign and Second Language Acquisition. New York: Prentice-Hall.
Makowy, L. (2009). Factors affecting second language acquisition. http://liu.diva-portal.org/smash/get/diva2:280478/FULLTEXT01.pdf
Mali, M. (2017) Adult learners’ experiences in learning English: A case study of two university students in Indonesia. IJOLTI, 2(2), 131-146.
Martin, H. (2018). Why Manila’s English-speaking bubble needs to pop. The McGill International Review. https://www.mironline.ca/why-manilas-english-speaking-bubble-needs-to-pop/
Matic M. (2011). The English language learning experience and its impact on the future English language teacher’s career. Social and Behavioral Sciences, 11, 132-135.
Oxford, R. (1990). Language learning strategies: what every teacher should know? Newbury House/Harper & Row.
Oxford, R. & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. Modern Language Journal, 78, 12-28.
Nunan, D. (1996). Towards autonomous learning: Some theoretical, empirical, and practical issues. In R. Pemberton, Li, E., Or, W., & Pierson, H., Taking control: Autonomy in language learning (pp. 13-26). Hong Kong University Press.
Pandey, M. and Pandey, P. (2014). Better English for better employment opportunities. International Journal of Multidisciplinary Approach and Studies, 1(4), 93-100.
Pemberton, R., Li, E., & Or, W., & Pierson, H. (1996). Taking control: Autonomy in language learning. Hong Kong University Press.
Reeve, J. & Sung Hyeon Cheon, (2021). Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice, Educational Psychologist, 56(1), 54-77. doi:10.1080/00461520.2020.1862657
Rondon, E.J. & Vera, L.F. (2016). Understanding the role of teaching materials in a beginners’ level English as a foreign language course: A case study. Profile, 18(2), 125-137.
Schunk, D., & DiBenetto, M. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101-832.
Shibata, N. (2019). The impact of students’ beliefs about English language learning on out-of-class learning. Relay Journal, 2 (1), 122-136.
Sim, F. (2006). Reflections of PRC ESL learners on their English language learning experience. RELC. Singapore: Center for English Language Communication.,5 (2), 25-46.
Sylvén, L.K. and Sundqvist, P. (2012). Gaming as extramural English L2 and L2 proficiency among young learners. ReCALL, 24, pp. 302-321. doi:10.1017/S095834401200016X
Ting, S., Marzuki, E., Chuah, K., Misieng, J., & Jerome, C. (2017). Employers’ views on the importance of English proficiency and communication skill for employability in Malaysia. Indonesian Journal of Applied Linguistics, 7(2), pp. 315-327.
Tuan, L. (2012). An empirical research on EFL learner’s motivation. Theory and Practice in Language Studies, 2(3), 430-439.
Tzanakis, M. (2011). Bourdieu’s Social Reproduction Thesis and The Role of Cultural Capital in Educational Attainment: A Critical Review of Key Empirical Studies. Educate, 11(1), pp. 76-90
Wachob, P. (2004). Training Chinese students to be ‘western learners”. STETS Language and Communication Review, 5 (2),25-46.
Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. https://www.frontiersin.org/articles/ 10.3389/fpsyg.2019.03087/full
Yan, T. (2017). Exploring interactions between adult English learners and their teachlive digital character peers [Doctoral thesis, University of Central Florida]. Electronic Theses and Dissertations. https://stars.library.ucf.edu/etd/5548
Yang Dong & Bonnie Wing-Yin Chow (2022). Home literacy environment and English as a second language acquisition: A meta-analysis, language learning and development. doi: 10.1080/15475441.2021.2003197
Yi, J. (2008). The use of diaries as a qualitative research method to investigate teachers’ perception and use of rating schemes. Journal of PanPacific Association of Applied Linguistics, 12(1), 1-10.
Yu, R. (2007). Motivating English Students. TESOL, 4(4).
Yuefang, S. (2019). An analysis on the factors affecting second language acquisition and its implications for teaching and learning. Journal of Language Teaching and Research, 10(5), 1018-1022. doi: http://dx.doi.org/10.17507/jltr.1005.14
Zheng, Y. (2008). Anxiety and second/foreign language learning revisited. Canadian Journal for New Scholars in Education, 1(1), 1-12.
Published
2022-12-13
Section
Articles
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