Refugees’ L2 learning: new perspectives on language motivation research

Cobo, Mónica Ortiz; Králik, Roman; Bianco, Rosella

doi:10.18355/xl.2020.13.04.05

Cited by 4 publications

(3 citation statements)

References 16 publications

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“…Professor Jana Duchovicova is an expert in education sciences and teacher training, and is developing cooperation with Kazan Federal University [33]. UKF also has long-term cooperation with Spanish scientists; joint studies have been published, for example, on Danish philosopher S. Kierkegaard and his work [34], refugees' acquisition of L2 [35], and on topics related to natural sciences [36][37][38]. The cooperation between UFK and Spanish Kierkegaardian researchers goes back a long way, Specifically, since 2008 (Kierkegaard and Faith, Barcelona: University of Barcelona), more specifically with Dr. José García Martín (University of Granada) and the Kierkegaardian society he presides (Sociedad Hispánica de Amigos de Kierkegaard).…”

Section: Selected Publication Outputs Of Ukf Staff With Foreign Researchersmentioning

confidence: 99%

How to Keep University Active during COVID-19 Pandemic: Experience from Slovakia

et al. 2021

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The paper outlines the adverse consequences and challenges induced by COVID-19 pandemic for the whole world and for universities in particular. The example of Constantine the Philosopher University in Nitra illustrates the difficulties and challenges caused by the pandemic in relation to the two main activities arising from the university mission-teaching and research. It presents some particular aspects of the university activities adversely affected by COVID-19 and shares the measures to minimize the resulted damages. Furthermore, it demonstrates that, despite complications induced by COVID-19, teaching, research, and international cooperation have been successfully continued.

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Section: Selected Publication Outputs Of Ukf Staff With Foreign Researchersmentioning

confidence: 99%

How to Keep University Active during COVID-19 Pandemic: Experience from Slovakia

et al. 2021

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“…The results indicated that reading circles are a perfect activity for oosting students' motivation that could result in greater and more intense engagement with reading oth inside and outside of class. Three general themes emerged out of the collected data which were identi ed as increased enthusiasm and motivation, positive group atmosphere and engagement, and pleasure and enjoyment (Co o et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

The Prospects of Reading Circles for Fostering EFL Learners’ Motivation to Read and Engagement

Khonamri,

Azizi,

Akimjak

et al. 2024

JECS

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Thesis. This study explores three important concepts in the field of language teaching. The purpose is to investigate whether reading circles are effective means of improving students’ reading motivation and engagement. Concept. To this end, using a qualitative design, 27 students of English language and literature from the University of Mazandaran participated in the study. The data were collected through a learning journal, teacher’s field notes and a subsequent semi-structured interview. All the students were engaged in a reading circle once a week for the duration of 12 weeks. Analysis of the data was done based on coding and content analysis. Results and Conclusion. Results indicated that reading circles had the potential to motivate learners to read more and also was an appealing activity for them to engage in and contribute to their circles. The findings suggested that the unrepeatable configuration of the group and the goal setting mindset promoted by the activity and a high sense of achievement and enjoyment after completion of the task corresponded positively with their high level of engagement and motivation to read new passages. Even though the results cannot be generalised to other contexts, they can be suggested to be applied in other EFL contexts for motivating learners to engage more in reading.

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“…Balboni (2012) also suggested that there are three key sources of motivation: "il dovere" (the obligation), "il bisogno" (the need), and "il piacere" (the pleasure). In the case of the refugees, it is mostly the duty or the need that directs their drive for learning L2 which is again instrumental in a way (as cited in Cobo, Kralik, & Bianco, 2020). Other characteristics definitely play some role in the success of learning a second language, such as age, gender, intelligence, aptitude, attitude, learning styles, and beliefs (Lightbown & Spada, 2006).…”

Section: Literature Reviewmentioning

confidence: 99%

Second Language Refugee Learners in Egypt: Needs and Challenges

Soliman

2023

JELTL

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<em>The act of leaving one's country, home, friends, and family seeking a haven in another country is a traumatizing process that has a long-lasting impact on humans. Refugees always face a lot of challenges concerning the cultural, psychological, and educational aspects of the countries in which they seek refuge in. The case of refugees in Egypt is rather different from any other country. Egypt is the refuge for many neighboring Arab and African countries experiencing political and civil turmoil. Many of these refugees succeed in blending in Egyptian society, while others keep struggling. This paper aims at understanding the learning goals of refugees from different countries in learning English as a second language though English is not the first language in Egypt. The paper also aims at understanding the different needs of the refugees when learning English as a second language and the challenges they face. In addition, the paper seeks to understand whether the nationality of the teacher differs in the refugees’ perception of success in learning a second language. The paper employs both qualitative and quantitative methods in collecting data from displaced learners of English as a second language and the instructors who teach them to achieve a comprehensive view of the needs and challenges of refugees from different origins, nationalities, and circumstances. The results of the present study indicate that refugees in Egypt mostly learn English for relocation purposes which entails being keen on learning specific language skills more than others. In addition, both the views of the learners and the instructors differ regarding how effective they see the nationality of the instructor in the process of learning a second language. These results should be considered by curriculum developers, instructors, and NGOs to accommodate the refugees’ needs in learning a second language.</em>

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Refugees’ L2 learning: new perspectives on language motivation research

Cited by 4 publications

References 16 publications

How to Keep University Active during COVID-19 Pandemic: Experience from Slovakia

How to Keep University Active during COVID-19 Pandemic: Experience from Slovakia

The Prospects of Reading Circles for Fostering EFL Learners’ Motivation to Read and Engagement

Second Language Refugee Learners in Egypt: Needs and Challenges

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