The Socio-psychological Difficulties of Learning the English Language in the Context of Lifelong Education

Nizkodubov, Gavriil A.; Zyubanov, Vadim; Johnson, Anthony W.

doi:10.1016/j.sbspro.2015.10.008

Cited by 3 publications

(5 citation statements)

References 1 publication

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“…Also, since it is a listening class the learners were probably having more difficulties with listening itself because it was still a foreign language for them. It was mentioned before in psychological problems in listening class that learners especially adult found many difficulties when listening to the target language (Nizkodubov et al, 2015). These freshmen have also confessed that they often found listening difficult because they were not used to native speakers" speeches or they were still unfamiliar with the topics.…”

Section: Difficult Materialsmentioning

confidence: 98%

“…It is a skill that learners often want to avoid. According to an article of social and behavioral research, "Adult learners face difficulties when listening to the target language" (Nizkodubov et al, 2015). Listening training is a complex part of the English language learning, where the learners should get involved in many processes and do many things at the same time.…”

Section: Psychological Problems In Listening Classmentioning

confidence: 99%

“…When they begin to listen, they start to memorize, understand and then initiate to pronounce. "Listening involves a number of components that constitute direct listening process: mechanisms of short-term and long-term memory, probabilistic forecasting and understanding, inner pronunciation and speech segmentation and identification of concepts" (Kovalenko, 2003in Nizkodubov et al, 2015. It is a very complicated skill that takes so much brain power and thus is considered to be one of the most important skills for adult learners in learning the English language.…”

Section: Psychological Problems In Listening Classmentioning

confidence: 99%

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Freshmens anxiety in an intensive listening class: A qualitative study

Angellia¹,

Listyani²

2019

Educ. Res. Rev.

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Listening skill is an ability to understand a spoken language. It is also one of the important skills that people actively use in their daily lives. For learning English language at the Faculty of Language and Arts (FLA) at Universitas Kristen Satya Wacana (UKSW) Salatiga, Indonesia, there are several listening classes. One of them is Intensive Listening class, which is often considered as one of the most difficult listening classes by freshmen. Freshmen seem to be quite anxious in attending this class, and because of that anxiety, it is hard for them to attend the class comfortably. Even though not all freshmen thought that way, listening is still often considered as a complex skill, even among sophomores or older students. Thus, this research aims to investigate students' sources of anxiety and ways to remedy it. The participants in this study were 2017 students. The population was 80 students of four parallel intensive listening classes and all the students were selected as the respondents. In other words, the whole population was used as the sample of this study. Data were collected through interviews and questionnaires. Findings revealed that 46 out of 80 students admitted that they felt anxious while the remaining 34 students admitted they did not feel anxious during the intensive listening. In this research, the symptoms, levels, and the reasons for being anxious in the intensive listening class are explained.

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Section: Difficult Materialsmentioning

confidence: 98%

Section: Psychological Problems In Listening Classmentioning

confidence: 99%

Section: Psychological Problems In Listening Classmentioning

confidence: 99%

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Freshmens anxiety in an intensive listening class: A qualitative study

Angellia¹,

Listyani²

2019

Educ. Res. Rev.

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“…Immersion in a supportive learning environment aids learners in overcoming social and psychological barriers to English learning. Receiving accurate information from the instructor, being congratulated on meeting objectives, and having space to share ideas are all components of a supportive learning environment (Nizkodubov, 2015). Furthermore, studies show that the English language has a significant positive influence on identity.…”

Section: Issn-p 2306-7365 Issn-e 2664-0686mentioning

confidence: 99%

Personal Growth Through English Proficiency: A Case Study in Sarawak

Chan¹,

KAPONG²

2021

Ias. Ynı. Hab.

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Globally, English is known as the most spoken language. In Malaysia, learners may face challenges in learning English as a second language; however, the capability to master the language is believed to be able to develop one's personal growth. Essentially, personal growth in learning involves a continuous change in behaviour, attitudes, and values. Therefore, this case study aimed to understand the learners' personal growth through English proficiency development. A qualitative case study design using a semi-structured interview was utilised to investigate personal growth experiences in English proficiency development. Interviews were conducted as the most compelling way to understand the participants' narrative descriptions and subsequently uncover the meaning of their values, beliefs, and experiences. Data collected was analysed using Morse's four stages of analysis to extract the essence of the participants' lived experiences. Five themes emerged as personal growth experienced by the learners, namely, the courage to take risks, individual values in diversity, enriched interpersonal relationships, cognitive adjustment, and positive attitudes. The findings provided educators with some indications and a holistic view of the learners' lived experiences of personal growth through English proficiency development which is often an overlooked issue during the teaching and learning process.

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“…Some investigated listening to texts rather than academic lectures (Gilakjani & Ahmadi, 2011;Huy, 2015). Others focused on difficulties of listening to academic English lectures in general, not specific to language (Nizkodubov et al, 2015). Moreover, a large number of those studies were done in ESL context (Huang, 2005;Jeon, 2007;Yuan, 2008;Talita, 2009;Selamal, Sidhu, & Lynch, 2011), and only a few were done in EFL.…”

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confidence: 99%