Challenges and Opportunities for Uk Immigrants. Learning English: A Case Study of Esol Classes

Abstract

Summary.In the UK, the need for adult immigrants to learn English includes considerations for the recently arrived and those who have been living in the UK for a long time but still do not speak English; those in a wide variety of work situations; and those experiencing cultural shock. Such learners frequently have low self-esteem and often develop psychological barriers to speaking a foreign language. While most learning of English takes place in informal contexts, formal institutions in the UK and immigrants' native countries can also offer useful language training. In order to develop insight into adult learners' needs, this study used a survey to explore the participants' perceptions and experiences concerning learning English within an ESOL program, followed by semistructured interviews designed to provide deeper insight into the main obstacles to learning English. In addition, the study investigates an opportunity for UK immigrants to improve their competence in English, and for their children to study their parents' mother tongue, via an online learning program at a prominent Lithuanian university. The study revealed that the most important factors influencing learners' development of competence in English are their psychological well-being and belief in the progress of their English studies. The findings indicate a need for language teachers to develop innovative language learning strategies and address individual learning styles, as well as social, inter-cultural, cognitive, problem-solving and time management skills. Using a blended strategy of language learning could create more possibilities to develop competence in English in a way that is better adapted to learners' educational, linguistic and cultural backgrounds. Keywords: English for speakers of other languages (ESOL), UK immigrants learningEnglish, self-esteem and foreign language learning, acculturation, ESOL in the UK, inclusive teaching strategies, online learning.

Islamic junior high school students’ English proficiency test scores and their L2 motivational self-system: a correlational study

“…Several scholars have examined language learning motivation among higher education students and adults in recent years. For instance, in adult language learning contexts (Matulioniene & Pundziuviene, 2014;Rice et al, 2008;Welesilassie & Nikolov, 2022) and college students (Akbulut & Altay, 2021;Alenezi et al, 2021;Setiyadi et al, 2019), research reports have yielded varied findings such as the motivation of learning language depending on intrinsic factor, extrinsic aspect, international issue, and the performers' English level competence. The description of intrinsic motivation is normally seen as the joy in learning a language, which means the individual can enjoy learning with their internal feelings.…”