Factors Affecting Secondary Level Students' Goal Achievement Performance and Self-Worth in L2 Learning in Pakistan

Shahid, Choudhry; Abbasi, Ishfaque Ahmed; Asif, Safia

doi:10.31703/glr.2022(vii-i).25

Cited by 3 publications

(3 citation statements)

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“…Technology has played an increasingly significant role in language learning, offering diverse tools and resources to support the development of reading skills. Digital platforms provide access to authentic materials, interactive exercises, and multimedia content, which can enhance learners' exposure to the target language and facilitate a more engaging learning experience (Warschauer & Healey, 1998;(Shahid, Abbasi, & Asif 2022;. Technology also allows for personalized learning, enabling ELLs to progress at their own pace and receive immediate feedback .…”

Section: Reading Skills and The Role Of Technology In Language Learningmentioning

confidence: 99%

Influence of Technology-Assisted Reading Interventions for Improving Reading Skills in English Language Learners

Sabeen,

Nisar,

Shahid

2024

JPR

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This qualitative study investigates the influence of technology-assisted reading interventions on English Language Learners (ELLs) by examining the perspectives of seven participants and conducting classroom observations and document analysis. Employing a constructivist learning theory and the Technology Acceptance Model as the theoretical framework, the research explores how interactive, personalized, and multimodal learning experiences impact reading skills development. The methodology includes thematic analysis of interviews, observations, and lesson plans, revealing enhanced engagement, improved comprehension, effective vocabulary development, increased fluency, and facilitated peer collaboration as significant results. The study identifies challenges such as technical issues and accessibility, emphasizing the importance of equitable access to technology. The implications for educators and policymakers highlight the need for effective integration of technology-assisted interventions in reading instruction and support for ELLs to optimize learning outcomes.

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Section: Reading Skills and The Role Of Technology In Language Learningmentioning

confidence: 99%

Influence of Technology-Assisted Reading Interventions for Improving Reading Skills in English Language Learners

Sabeen,

Nisar,

Shahid

2024

JPR

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“…Social media platforms have become ubiquitous, offering ESL learners' continuous exposure to authentic language in various contexts, fostering a rich linguistic environment (Abbasi, Shahid, & Shah 2022). Engaging with diverse content on blogs aids learners in acquiring vocabulary, idiomatic expressions, and colloquial language, contributing to language fluency (Shahid, Abbasi, & Asif 2022). The informal nature of social media blogs encourages ESL learners to practice language in real world scenarios, with regular interactions, comments, and discussions contributing to language fluency by immersing learners in conversational language .…”

Section: Literature Reviewmentioning

confidence: 99%

Empowering ESL Students: Leveraging Social Media Blogs for Effective Opinion Writing Skills Development

Rafique,

Nisar,

Shahid

2023

JPR

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This study aims to investigate the impact of integrating social media blogs into ESL education, with a specific focus on enhancing opinion writing skills and overall language proficiency. The research was conducted among two teachers and six students enrolled in the BS English programme at the Institute of Southern Punjab, Multan. A qualitative method was employed, utilizing in-depth interviews with the teachers and students, cross case analysis, and classroom observations to gather rich insights into the phenomenon. The study revealed positive perceptions from both teachers and students regarding the effectiveness of integrating social media blogs. Teachers reported a significant positive impact on opinion writing skills, and students emphasized improvements not only in opinion writing but also in overall language skills. Cross case analysis supported these perceptions, showcasing consistent patterns of success across diverse contexts. Classroom observations further validated these findings, highlighting active student participation and dynamic teacher student engagements during opinion writing sessions using social media blogs. Regarding language exposure, social media blogs were identified as a valuable tool for providing authentic language experiences. The interactive nature of these platforms immersed learners in genuine communicative situations, exposing them to diverse writing styles and cultural nuances. Innovative teaching strategies derived from the interactive nature of social media blogs included online debates, multimedia integration, and collaborative writing environments. The study holds implications for ESL educators, curriculum developers, and policymakers. Integrating social media blogs into ESL curricula is suggested as a strategic move to enhance opinion writing skills and overall language proficiency. The identified innovative teaching strategies offer practical insights for educators seeking to leverage the interactive features of social media blogs. This study contributes valuable insights into the dynamic intersection of social media, opinion writing skills, and language proficiency within the context of ESL education, offering a foundation for further research and informed pedagogical practices.

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“…For many years, official correspondence in Pakistan has been in English, the country's second language. However, students are required to study English as a subject (Ahmad et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Exploring Factors Underlying Intermediate Students’ Silence in English as Second Language Classroom: A Phenomenological Case Study

Sikandar,

Zamir,

Jabeen

2023

International Journal of Social Science Entrepreneurship

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English is a prima facie case of high significance in the academic milieu. Therefore, the researchers attempted to understand students' performance, participation, and willingness to communicate; however, students’ silence in English as second language (L2) has received little attention leaving a chasm for investigation. Thus, this study aimed to explore the factors underlying students’ silence, and to uncover the dynamics of interaction of these factors in L2 classroom. To answer research questions, the pragmatist explanatory sequential design was adopted. The participant selection rested on silent student identification through quantitative survey results, and then interviews were conducted with the selected participants. The findings suggested that anxiety, fear, lack of confidence, lack of L2 knowledge, and first language interference impact students’ participation in L2 classroom resulting in silence. These problems directly affect students' speaking proficiency, speaking with confidence, and participating in L2 activities. This implies that the students need appropriate training of L2. Moreover, the innovative teaching methods may prove instrumental in developing students’ motivation to initiate active participation in L2, a conducive classroom environment creates a supportive culture for mustering courage to participate in L2 discussion without being belittled by the peers or teacher that may cause fear, anxiety, lack of confidence, and feelings of demotivation among learners which may limit learning experience in L2. Future research may focus on the instructor’s perspective to comprehend students’ in L2 classroom. The parental role in family structure, home psychology, and home sociology may induces silence. Mores studies may opt for cross sectional and longitudinal investigations. Keywords: silence, confidence, L2 classroom, medical students, Government College

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Factors Affecting Secondary Level Students' Goal Achievement Performance and Self-Worth in L2 Learning in Pakistan

Cited by 3 publications

References 0 publications

Influence of Technology-Assisted Reading Interventions for Improving Reading Skills in English Language Learners

Influence of Technology-Assisted Reading Interventions for Improving Reading Skills in English Language Learners

Empowering ESL Students: Leveraging Social Media Blogs for Effective Opinion Writing Skills Development

Exploring Factors Underlying Intermediate Students’ Silence in English as Second Language Classroom: A Phenomenological Case Study

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