The Use of Imaginative Conditional Clauses by Bosnian University-Level English-Majoring Students

Bećirović, Senad; Brdarević-Čeljo, Amna; Bureković, Melisa

doi:10.29302/jolie.2018.11.2.2

Cited by 5 publications

(4 citation statements)

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“…Namely, the current study participants genuinely want to learn English, due to its global use and expansion in various international domains, and they consider it a useful tool for their future academic and professional achievements. In addition to this, the importance of obtaining higher English language proficiency is constantly emphasized and the English language course is an obligatory course throughout elementary and high-school education in Bosnia and Herzegovina (Bećirović, 2017;Brdarević-Čeljo et al, 2018;Brdarević-Čeljo et al, 2021;Dubravac, 2018;Dubravac et al, 2018;Kovačević et al, 2018;Laličić & Dubravac, 2021).…”

Section: Discussionmentioning

confidence: 99%

Cooperative Learning as a Pathway to Strengthening Motivation and Improving Achievement in an EFL Classroom

2022

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The importance of applying cooperative learning and aiming toward an increase in motivation to maximize the effectiveness of the learning process has not sparked an intense research interest in the Bosnian EFL context. Thus, the current study, conducted among 211 high-school participants, explores the impact of gender and grade level on students’ cooperative learning and motivation for EFL learning and aims to determine whether any cooperative learning components are significant predictors of students’ motivation and their EFL achievement. The findings showed no significant gender and grade level differences in cooperative learning and motivation. Additionally, the results revealed that individual accountability and interpersonal skills are significant predictors of participants’ motivation and that promotive interaction and interpersonal skills are significant predictors of their EFL achievement. The research points to the importance of incorporating cooperative learning strategies and motivation-strengthening activities into EFL teaching, which will eventually lead to the improvement in students’ EFL achievements.

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Section: Discussionmentioning

confidence: 99%

Cooperative Learning as a Pathway to Strengthening Motivation and Improving Achievement in an EFL Classroom

2022

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“…For instance, Bećirović and Brdarević-Čeljo (2018) and Ahmetović et al (2020) also indicated that Bosnian students are highly motivated to learn the English language. This can be ascribed to the fact that Bosnia and Herzegovina is a country where the English language is widespread Brdarević-Čeljo et al, 2018; and presents an effective means of establishing good communication as well as close cooperation (Brdarević-Čeljo & Asotić, 2017;Bećirović, 2023;Dubravac & Latić, 2019;Dubravac & Skopljak, 2020, Ribo & Dubravac, 2021. Being influenced by the media as well as by economic and technological advancements, these Bosnian students feel more motivated to put more effort into learning English as a foreign language Delić et al, 2018;Dubravac, Brdarević-Čeljo & Bećirović, 2018;Dubravac, Brdarević-Čeljo & Begagić, 2018;Kovačević et al, 2018).…”

Section: Descriptive Datamentioning

confidence: 99%

The Interplay between Corrective Feedback, Motivation and EFL Achievement in Middle and High School Education

Ahmetović

Bećirović

Dubravac

et al. 2023

JLE

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Introduction. Despite the fact that error correction has significant and long-term effects on facilitating language learning and development, there has not been any research that investigates its influence on learners' motivation within the classroom context of Bosnia and Herzegovina. Purpose. This research aims to examine the impact of written and oral corrective feedback on students' motivation and achievement within this EFL context. Method. For this quantitative study, the questionnaire has been used to collect the data from 160 middle and high school students in central Bosnia and Herzegovina. Results. The findings indicated that the respondents generally like to be corrected and they are moderately to highly motivated to speak and write in English as a foreign language. Furthermore, learners with positive attitudes towards the received feedback feel significantly more motivated to keep learning than those with negative attitudes. Conclusion. The study is expected to provide teachers with suggestions on how to transform their classrooms into an environment conducive to the development of higher levels of writing and speaking motivation and how to provide corrective feedback that will positively influence students' EFL achievement.

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“…He concluded that studying gives learners confidence in communication (Yashima, 2002). According to other surveys in BiH, English fluency should be more developed when it comes to English assessment (Bećirović, Delić & Brdarević-Čeljo, 2019;Brdarević-Čeljo, Bećirović & Bureković, 2018;Habibić & Dubravac, 2016;Kovačević, Brdarević-Čeljo & Bećirović, 2018;Tankosić & Dubravac, 2016). Teachers used to prepare students for writing tests in a way that those tests should be learned by heart instead, to be more communicatively-oriented, more spontaneous language should be incorporated while metalanguage should be limited .…”

Section: Research On Language Competence In the Bosnian And Japanese ...mentioning

confidence: 99%

Bosnian and Japanese Students' Perceptions of Learning English as a Foreign Language

Dedic

2023

MAPEH

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The present study focuses on differences in teaching and learning EFL between Japanese and Bosnian students. Language learners struggle to learn a foreign language. The paper reports which part of the learning process students find the most difficult. The purpose of this study is to find out the main differences between Bosnian and Japanese students when acquiring the English language. To achieve this, a survey was conducted among 120 students from both countries using the questionnaire employed in Tragant, Thompson, and Victori (2013), Understanding Foreign Learning Strategies: A validation study, System 41,95-108, and the data were collected and analyzed. All students adopt the language individually, but there are many factors that may differentiate them from each other. Besides motivation, the education system and culture may affect the learning process. The paper discusses the basic learning elements such as grammar, reading, vocabulary, writing and speaking. Therefore, this study attempts to highlight the problems of students' language incompetence. The results indicate that Japanese students are devoted to grammar, more than Bosnian students. Bosnian students pay more attention to pronunciation while Japanese students speak slowly and are dedicated to memorizing new words.

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The Use of Imaginative Conditional Clauses by Bosnian University-Level English-Majoring Students

Cited by 5 publications

References 0 publications

Cooperative Learning as a Pathway to Strengthening Motivation and Improving Achievement in an EFL Classroom

Cooperative Learning as a Pathway to Strengthening Motivation and Improving Achievement in an EFL Classroom

The Interplay between Corrective Feedback, Motivation and EFL Achievement in Middle and High School Education

Bosnian and Japanese Students' Perceptions of Learning English as a Foreign Language

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