Echoing the English Language Experiences of Multilingual Students in Formal and Informal Settings
Abstract
The present study investigates the factors that influenced the English language learning/acquisition of nine multilingual university students who majored in English. Using the qualitative descriptive design and Sim’s categories of English language learning factors, the participants narrated their formal and informal English language experiences through a summative diary and informal interview. In general, the results show the same set of key categories that are found in previous studies i.e., motivation, beliefs, autonomy, anxiety, language learning strategies, and instructional materials, activities, and facilities. However, the collection of specific narrations paints a different picture of these multilingual participants’ English language learning experiences. Based on the results, recommendations are given to enhance the teaching and learning of English in multilingual and multicultural settings and the context of the present study. It is advised to use multilingual and multicultural approaches that assist English learning and acquisition both within and outside of the classroom
Keywords:
language learning and acquisition, summative diary, factors influencing English language learning, multilingual students
References
Ajoke, A. (2017). The importance of instructional materials in teaching
English as a second language. International Journal of Humanities and
Social Science Invention, 6(9), 2319 – 7714.
Alnuzaili, E., & Uddin, N. (2020). Dealing with anxiety in foreign language
classroom. Journal of Language Teaching and Research, 11(2), 269-273.
Atkinson, D. (1987). The mother tongue in the classroom: A neglected resource? ELT Journal, 41(4), 241-247.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37,122-147.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37,122-147.
Bailey, K. (1991). Diary studies of classroom language learning: The
doubting game and the believing game. https://files.eric.ed.gov/fulltext/
ED367166.pdf
Bailey, KM., & Ochsner, R. (1983). A methodological review of the diary
studies: Windmill tilting or social science? In K.M. Bailey, M.R. Long,
& S. Peck (Eds.), Second language acquisition studies (pp.188-198).
Newbury House.
Barrett, P., Treves, A., Shmis, T., Ambasz, D., & Ustinova, M. (2019). The impact of school infrastructure on learning: A synthesis of the evidence. The World Bank.
Brown, H. D. (1994). Principles of language learning and teaching. New Jersey: Prentice Hall.
Castello, D. (2015). First language acquisition and classroom language
learning: Similarities and differences. https://www.birmingham.ac.uk/
Documents/college-artslaw/cels/essays/ secondlanguage/First-LanguageAcquisition-and-Classroom-LanguageLearning-Similarities-and-Differences.pdf
Chamot, A. (2004). Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching, 1(1), 14-26.
Chen, J., Justice, L., Tambyraja, S., & Sawyer, B. (2020). Exploring the
mechanism through which peer effects operate in preschool classrooms to
influence language growth. Early Childhood Research Quarterly, 53, 1-10.
Chomsky, (1986). Knowledge of language: Its nature, origin and use. Praeger.
Crawford, J. (1995). The role of materials in the language classroom: Finding the balance. TESOL in Context, 5(1), 25-33.
Cummins, J. (1981). Age on arrival and immigrant second language learning in Canada. Applied Linguistics, 2, l32-l49.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.
Dörnyei, Z. (1998). Motivation in second and foreign language
learning. Language Teaching, 31(3), 117-135.
Erling, E., Foltz, A., Siwik, F. & Brummer, M. (2021). Teaching English to
linguistically diverse students from migration backgrounds: From deficit
perspectives to pockets of possibility. Languages 7(3), 1-22. https://doi.org/10.3390/languages7030186.
Gardner, R.C., & Lambert, W.E. (1972). Attitudes and motivation in second
language learning. Newbury House.
Gari, B. (2020). Activities – Enormous importance in the English language
classroom. International Journal of Innovative Science and Research
Technology, 5(9), 428-430.
Fawole, A., & Pillay, P. (2019). Introducing the English language to learners in a multilingual environment: A dilemma
that must be resolved. Gender & Behaviour, 17(1), 12583-12596.
Graham, S. (2022). Self-efficacy and language learning – what it is and
what it isn’t. The Language Learning Journal, 50(2), 186–207.
Harris, M. (1997). Self-assessment of language learning in formal
settings. ELT Journal, 51(1), 12-20.
Hanus, K. (2016). Factors that influence learning by English language learners (ELLs). BU Journal of Graduate Studies
in Education, 8(2), 19-22.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of
Educational Research, 77(1), 81-112.
Holec, H. (1981). Autonomy in foreign language learning. Pergamon.
Horwitz, E. (2008). Why student beliefs about language learning matter:
Issues in the development and implementation of the beliefs about
language learning inventory. In H.J. Siskin (Ed.), From thought to action:
Exploring beliefs and outcomes in the foreign language program (pp. 2-8).
Ismaili, M. (2015). Teaching English in a multilingual setting. Social and
Behavioral Sciences, 199, 189 – 195.
Jing, L. (2010). Language learning strategies and its training model.
International Education Studies, 3(3), 100-104.
Karlsson, L., Kjisik, F., & Nordlund, J. (1997). From here to autonomy: A
Helsinki University Language Centre Autonomous Learning Project.
Helsinki University Press.
Krashen, S. (1981). Second language acquisition and second language
learning. Pergamon Press.
Kuntz, P. (1996). Students of anxiety Egyptian: A pilot study of beliefs about language learning [Doctoral thesis, the University of Wisconsin]. https://files.eric.ed.gov/fulltext/ED397649.pdf
Lee, J. ,& Heinz, M. (2016). Learning strategies reported by advanced
language learners. Journal of International Education Research,
12(2).
Lier, V. (1996). Interaction in the language classroom: Awareness, autonomy, and authenticity. Longman.
Lightbown, P.M., & Spada, N. (1999). How languages are learned? Oxford: Oxford University
Little, D. (2003). Learner autonomy and second/foreign language learning.
https://www.researchgate.net/ publication/259874624_Learner_
autonomy_and_secondforeign_language_learning
Little, D. (1991). Learner autonomy: Definitions, issues, problems. Dublin:
Authentic.
Littlewood, W. (1995). Foreign and second language acquisition. Prentice-Hall.
Makowy, L. (2009). Factors affecting second language acquisition. http://
liu.diva-portal.org/smash/get/diva2:280478/FULLTEXT01.pdf
Mali, M. (2017) Adult learners’ experiences in learning English: A case study of two university students in Indonesia. IJOLTI, 2(2), 131-146.
Martin, H. (2018). Why Manila’s Englishspeaking bubble needs to pop. The
McGill International Review. https://www.mironline.ca/why-manilasenglish-speaking-bubble-needs-topop/
Matic M. (2011). The English language learning experience and its impact on
the future English language teacher’s career. Social and Behavioral Sciences,11, 132-135.
Mißler, B. (2000). Previous experience of foreign language learning and its
contribution to the development of learning strategies. In S. Dentler, B.
Hufeisen, & B. Lindemann (Eds.), Tertiar- und Drittsprachen. Projekte
und empirische Untersuchungen (pp. 7-21). Tubingen, Germany:Stauffenburg
Moughamian, A.C., Rivera, M.O., & Francis, D.J. (2009). Instructional
models and strategies for teaching English language learners. University of
Houston.
Mustafa, H.H., Rashid, M., Atmowardoyo, H., & Dollah, S. (2015). Students’
attitudinal factors in learning English as a foreign language. Journal of
Language Teaching and Research, 6(6), 1187-1194.
Nguyen, H.C. (2019). Motivation in learning English language: A case at
Vietnam National University, Hanoi. European Journal of Educational
Sciences, 6(1), 49-65.
Nunan, D. (1996). Towards autonomous learning: Some theoretical, empirical,
and practical issues. In R. Pemberton, Li, E., Or, W., & Pierson, H., Taking control: Autonomy in language learning (pp. 13-26). Hong Kong University Press.
Oxford, R. (2001). Language learning styles and strategies: An overview
https://www.researchgate.net/ publication/254446824_Language_
learning_styles_and_strategies_An_overview
Oxford, R. (1990). Language learning strategies: what every teacher should
know? Newbury House/Harper & Row.
Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding
the theoretical framework. Modern Language Journal, 78, 12-28.
Oztürk, G., & Gürbüz, N. (2016). The impact of early language learning
experiences on EFL teachers’ language teaching beliefs and practices.
ELT Research Journal, 5(2), 0-0. https://dergipark.org.tr/en/pub/
eltrj/24405/258711.
Pawlak, M., & Kiermasz, C. (2018). The use of language learning strategies in a second and third language: The case of foreign language majors. Studies in Second Language Learning and Teaching, 8(2), 427-443. https://doi 10.14746/ssllt.2018.8.2.11.
Pandey, M., & Pandey, P. (2014). Better English for better employment
opportunities. International Journal of Multidisciplinary Approach and Studies,1(4), 93-100.
Pemberton, R., Li, E., Or, W., & Pierson, H. (1996). Taking control: Autonomy in language learning. Hong Kong University Press.
Qingyun, D., Haowen, L., Chengjiao, Y., Xiaoyu, C., & Xiaoyuan, Z. (2022). The development of a short Chinese version of the State-Trait Anxiety Inventory. Front Psychiatry, 13, 854-547. https:// doi: 10.3389/fpsyt.2022.854547.
Raja, F. (2017). Anxiety level in students of public speaking: Causes and remedies. Journal of Education and Educational Development, 4(1), 94-110.
Rahmati, J., Izadpanah, S., & Shahnavaz, A. (2021). A meta-analysis on
educational technology in English language teaching. Language Testing
in Asia, 11(7), 1-20. 21. https://doi.org/10.1186/s40468-021-00121-w.
Reeve, J., & Sung H. C. (2021). Autonomysupportive teaching: Its malleability, benefits, and potential to improve educational practice, Educational Psychologist, 56(1), 54-77. https://doi:1 0.1080/00461520.2020.1862657.
Rondon, E.J., & Vera, L.F. (2016). Understanding the role of teaching
materials in a beginners’ level English as a foreign language course: A case study. Profile, 18(2), 125-137.
Sandelowski, M. (2000). Focus on research methods: Whatever happened to
qualitative description? Research in Nursing and Health, 23, 334-340.
Schunk, D., & DiBenetto, M. (2020). Motivation and social cognitive theory.
Contemporary Educational Psychology, 60, 101-832.
Sim, F. (2006). Reflections of PRC ESL learners on their English language
learning experience. RELC. Singapore: Center for English Language
Communication, 5 (2), 25-46.
Sylvén, L.K., & Sundqvist, P. (2012). Gaming as extramural English L2 and
L2 proficiency among young learners. ReCALL, 24, pp. 302-321. doi:10.1017/
S095834401200016X
Thach, T. D. L. (2022). Teachers’ perceptions of comprehensible input
on English vocabulary acquisition. International Journal of Language
Instruction, 1(1), 120-131. DOI: https://doi.org/10.54855/ijli.221110.
Teimouri, Y., Goetze, J., & Plonsky, L. (2018). Second language anxiety and
achievement: A meta-analysis. Studies in Second Language Acquisition, 0,
1-25
Ting, S., Marzuki, E., Chuah, K., Misieng, J., & Jerome, C. (2017). Employers’ views on the importance of English proficiency and communication
skill for employability in Malaysia.Indonesian Journal of Applied
Linguistics, 7(2), 315-327.
Tuan, L. (2012). An empirical research on EFL learner’s motivation. Theory and Practice in Language Studies, 2(3), 430-439.
Tzanakis, M. (2011). Bourdieu’s social reproduction thesis and the role
of cultural capital in educational attainment: A critical review of key
empirical studies. Educate, 11(1), 76- 90.
Wachob, P. (2004). Training Chinese students to be ‘western learners”.
STETS Language and Communication Review, 5 (2),25-46.
Yan, T. (2017). Exploring interactions between adult English learners and
their teachlive digital character peers [Doctoral thesis, University of Central Florida]. Electronic Theses and Dissertations. https://stars.library.ucf. edu/etd/5548
Yi, J. (2008). The use of diaries as a qualitative research method to
investigate teachers’ perception and use of rating schemes. Journal of Pan Pacific Association of Applied Linguistics, 12(1), 1-10.
Young, D. J. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75, 426-439.
Yu, R. (2007). Motivating English students.TESOL, 4(4).
Yuefang, S. (2019). An analysis on the factors affecting second language
acquisition and its implications for teaching and learning. Journal of
Language Teaching and Research, 10(5), 1018-1022. http://dx.doi.org/10.17507/jltr.1005.14
Yunus, M., & Lubis, M. (2009). Language learning via ICT: Uses, challenges,
and issues. WSEAS Transactions on Information Science and Applications,
9(6), 1452-1467.
Zhen, Z. (2018). On the relationship of students’ English learning beliefs and learning strategy in the university. Journal of Language Teaching and
Research, 9(1), 175-180.
Zheng, Y. (2008). Anxiety and second/ foreign language learning revisited.
Canadian Journal for New Scholars in Education, 1(1), 1-12.
Zhu, Q. (2014). Motivation for a second or foreign language learning.https://www.researchgate.net/ publication/270837339_Motivation_
for_a_Second_or_Foreign_Language_Learning.
English as a second language. International Journal of Humanities and
Social Science Invention, 6(9), 2319 – 7714.
Alnuzaili, E., & Uddin, N. (2020). Dealing with anxiety in foreign language
classroom. Journal of Language Teaching and Research, 11(2), 269-273.
Atkinson, D. (1987). The mother tongue in the classroom: A neglected resource? ELT Journal, 41(4), 241-247.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37,122-147.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37,122-147.
Bailey, K. (1991). Diary studies of classroom language learning: The
doubting game and the believing game. https://files.eric.ed.gov/fulltext/
ED367166.pdf
Bailey, KM., & Ochsner, R. (1983). A methodological review of the diary
studies: Windmill tilting or social science? In K.M. Bailey, M.R. Long,
& S. Peck (Eds.), Second language acquisition studies (pp.188-198).
Newbury House.
Barrett, P., Treves, A., Shmis, T., Ambasz, D., & Ustinova, M. (2019). The impact of school infrastructure on learning: A synthesis of the evidence. The World Bank.
Brown, H. D. (1994). Principles of language learning and teaching. New Jersey: Prentice Hall.
Castello, D. (2015). First language acquisition and classroom language
learning: Similarities and differences. https://www.birmingham.ac.uk/
Documents/college-artslaw/cels/essays/ secondlanguage/First-LanguageAcquisition-and-Classroom-LanguageLearning-Similarities-and-Differences.pdf
Chamot, A. (2004). Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching, 1(1), 14-26.
Chen, J., Justice, L., Tambyraja, S., & Sawyer, B. (2020). Exploring the
mechanism through which peer effects operate in preschool classrooms to
influence language growth. Early Childhood Research Quarterly, 53, 1-10.
Chomsky, (1986). Knowledge of language: Its nature, origin and use. Praeger.
Crawford, J. (1995). The role of materials in the language classroom: Finding the balance. TESOL in Context, 5(1), 25-33.
Cummins, J. (1981). Age on arrival and immigrant second language learning in Canada. Applied Linguistics, 2, l32-l49.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.
Dörnyei, Z. (1998). Motivation in second and foreign language
learning. Language Teaching, 31(3), 117-135.
Erling, E., Foltz, A., Siwik, F. & Brummer, M. (2021). Teaching English to
linguistically diverse students from migration backgrounds: From deficit
perspectives to pockets of possibility. Languages 7(3), 1-22. https://doi.org/10.3390/languages7030186.
Gardner, R.C., & Lambert, W.E. (1972). Attitudes and motivation in second
language learning. Newbury House.
Gari, B. (2020). Activities – Enormous importance in the English language
classroom. International Journal of Innovative Science and Research
Technology, 5(9), 428-430.
Fawole, A., & Pillay, P. (2019). Introducing the English language to learners in a multilingual environment: A dilemma
that must be resolved. Gender & Behaviour, 17(1), 12583-12596.
Graham, S. (2022). Self-efficacy and language learning – what it is and
what it isn’t. The Language Learning Journal, 50(2), 186–207.
Harris, M. (1997). Self-assessment of language learning in formal
settings. ELT Journal, 51(1), 12-20.
Hanus, K. (2016). Factors that influence learning by English language learners (ELLs). BU Journal of Graduate Studies
in Education, 8(2), 19-22.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of
Educational Research, 77(1), 81-112.
Holec, H. (1981). Autonomy in foreign language learning. Pergamon.
Horwitz, E. (2008). Why student beliefs about language learning matter:
Issues in the development and implementation of the beliefs about
language learning inventory. In H.J. Siskin (Ed.), From thought to action:
Exploring beliefs and outcomes in the foreign language program (pp. 2-8).
Ismaili, M. (2015). Teaching English in a multilingual setting. Social and
Behavioral Sciences, 199, 189 – 195.
Jing, L. (2010). Language learning strategies and its training model.
International Education Studies, 3(3), 100-104.
Karlsson, L., Kjisik, F., & Nordlund, J. (1997). From here to autonomy: A
Helsinki University Language Centre Autonomous Learning Project.
Helsinki University Press.
Krashen, S. (1981). Second language acquisition and second language
learning. Pergamon Press.
Kuntz, P. (1996). Students of anxiety Egyptian: A pilot study of beliefs about language learning [Doctoral thesis, the University of Wisconsin]. https://files.eric.ed.gov/fulltext/ED397649.pdf
Lee, J. ,& Heinz, M. (2016). Learning strategies reported by advanced
language learners. Journal of International Education Research,
12(2).
Lier, V. (1996). Interaction in the language classroom: Awareness, autonomy, and authenticity. Longman.
Lightbown, P.M., & Spada, N. (1999). How languages are learned? Oxford: Oxford University
Little, D. (2003). Learner autonomy and second/foreign language learning.
https://www.researchgate.net/ publication/259874624_Learner_
autonomy_and_secondforeign_language_learning
Little, D. (1991). Learner autonomy: Definitions, issues, problems. Dublin:
Authentic.
Littlewood, W. (1995). Foreign and second language acquisition. Prentice-Hall.
Makowy, L. (2009). Factors affecting second language acquisition. http://
liu.diva-portal.org/smash/get/diva2:280478/FULLTEXT01.pdf
Mali, M. (2017) Adult learners’ experiences in learning English: A case study of two university students in Indonesia. IJOLTI, 2(2), 131-146.
Martin, H. (2018). Why Manila’s Englishspeaking bubble needs to pop. The
McGill International Review. https://www.mironline.ca/why-manilasenglish-speaking-bubble-needs-topop/
Matic M. (2011). The English language learning experience and its impact on
the future English language teacher’s career. Social and Behavioral Sciences,11, 132-135.
Mißler, B. (2000). Previous experience of foreign language learning and its
contribution to the development of learning strategies. In S. Dentler, B.
Hufeisen, & B. Lindemann (Eds.), Tertiar- und Drittsprachen. Projekte
und empirische Untersuchungen (pp. 7-21). Tubingen, Germany:Stauffenburg
Moughamian, A.C., Rivera, M.O., & Francis, D.J. (2009). Instructional
models and strategies for teaching English language learners. University of
Houston.
Mustafa, H.H., Rashid, M., Atmowardoyo, H., & Dollah, S. (2015). Students’
attitudinal factors in learning English as a foreign language. Journal of
Language Teaching and Research, 6(6), 1187-1194.
Nguyen, H.C. (2019). Motivation in learning English language: A case at
Vietnam National University, Hanoi. European Journal of Educational
Sciences, 6(1), 49-65.
Nunan, D. (1996). Towards autonomous learning: Some theoretical, empirical,
and practical issues. In R. Pemberton, Li, E., Or, W., & Pierson, H., Taking control: Autonomy in language learning (pp. 13-26). Hong Kong University Press.
Oxford, R. (2001). Language learning styles and strategies: An overview
https://www.researchgate.net/ publication/254446824_Language_
learning_styles_and_strategies_An_overview
Oxford, R. (1990). Language learning strategies: what every teacher should
know? Newbury House/Harper & Row.
Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding
the theoretical framework. Modern Language Journal, 78, 12-28.
Oztürk, G., & Gürbüz, N. (2016). The impact of early language learning
experiences on EFL teachers’ language teaching beliefs and practices.
ELT Research Journal, 5(2), 0-0. https://dergipark.org.tr/en/pub/
eltrj/24405/258711.
Pawlak, M., & Kiermasz, C. (2018). The use of language learning strategies in a second and third language: The case of foreign language majors. Studies in Second Language Learning and Teaching, 8(2), 427-443. https://doi 10.14746/ssllt.2018.8.2.11.
Pandey, M., & Pandey, P. (2014). Better English for better employment
opportunities. International Journal of Multidisciplinary Approach and Studies,1(4), 93-100.
Pemberton, R., Li, E., Or, W., & Pierson, H. (1996). Taking control: Autonomy in language learning. Hong Kong University Press.
Qingyun, D., Haowen, L., Chengjiao, Y., Xiaoyu, C., & Xiaoyuan, Z. (2022). The development of a short Chinese version of the State-Trait Anxiety Inventory. Front Psychiatry, 13, 854-547. https:// doi: 10.3389/fpsyt.2022.854547.
Raja, F. (2017). Anxiety level in students of public speaking: Causes and remedies. Journal of Education and Educational Development, 4(1), 94-110.
Rahmati, J., Izadpanah, S., & Shahnavaz, A. (2021). A meta-analysis on
educational technology in English language teaching. Language Testing
in Asia, 11(7), 1-20. 21. https://doi.org/10.1186/s40468-021-00121-w.
Reeve, J., & Sung H. C. (2021). Autonomysupportive teaching: Its malleability, benefits, and potential to improve educational practice, Educational Psychologist, 56(1), 54-77. https://doi:1 0.1080/00461520.2020.1862657.
Rondon, E.J., & Vera, L.F. (2016). Understanding the role of teaching
materials in a beginners’ level English as a foreign language course: A case study. Profile, 18(2), 125-137.
Sandelowski, M. (2000). Focus on research methods: Whatever happened to
qualitative description? Research in Nursing and Health, 23, 334-340.
Schunk, D., & DiBenetto, M. (2020). Motivation and social cognitive theory.
Contemporary Educational Psychology, 60, 101-832.
Sim, F. (2006). Reflections of PRC ESL learners on their English language
learning experience. RELC. Singapore: Center for English Language
Communication, 5 (2), 25-46.
Sylvén, L.K., & Sundqvist, P. (2012). Gaming as extramural English L2 and
L2 proficiency among young learners. ReCALL, 24, pp. 302-321. doi:10.1017/
S095834401200016X
Thach, T. D. L. (2022). Teachers’ perceptions of comprehensible input
on English vocabulary acquisition. International Journal of Language
Instruction, 1(1), 120-131. DOI: https://doi.org/10.54855/ijli.221110.
Teimouri, Y., Goetze, J., & Plonsky, L. (2018). Second language anxiety and
achievement: A meta-analysis. Studies in Second Language Acquisition, 0,
1-25
Ting, S., Marzuki, E., Chuah, K., Misieng, J., & Jerome, C. (2017). Employers’ views on the importance of English proficiency and communication
skill for employability in Malaysia.Indonesian Journal of Applied
Linguistics, 7(2), 315-327.
Tuan, L. (2012). An empirical research on EFL learner’s motivation. Theory and Practice in Language Studies, 2(3), 430-439.
Tzanakis, M. (2011). Bourdieu’s social reproduction thesis and the role
of cultural capital in educational attainment: A critical review of key
empirical studies. Educate, 11(1), 76- 90.
Wachob, P. (2004). Training Chinese students to be ‘western learners”.
STETS Language and Communication Review, 5 (2),25-46.
Yan, T. (2017). Exploring interactions between adult English learners and
their teachlive digital character peers [Doctoral thesis, University of Central Florida]. Electronic Theses and Dissertations. https://stars.library.ucf. edu/etd/5548
Yi, J. (2008). The use of diaries as a qualitative research method to
investigate teachers’ perception and use of rating schemes. Journal of Pan Pacific Association of Applied Linguistics, 12(1), 1-10.
Young, D. J. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75, 426-439.
Yu, R. (2007). Motivating English students.TESOL, 4(4).
Yuefang, S. (2019). An analysis on the factors affecting second language
acquisition and its implications for teaching and learning. Journal of
Language Teaching and Research, 10(5), 1018-1022. http://dx.doi.org/10.17507/jltr.1005.14
Yunus, M., & Lubis, M. (2009). Language learning via ICT: Uses, challenges,
and issues. WSEAS Transactions on Information Science and Applications,
9(6), 1452-1467.
Zhen, Z. (2018). On the relationship of students’ English learning beliefs and learning strategy in the university. Journal of Language Teaching and
Research, 9(1), 175-180.
Zheng, Y. (2008). Anxiety and second/ foreign language learning revisited.
Canadian Journal for New Scholars in Education, 1(1), 1-12.
Zhu, Q. (2014). Motivation for a second or foreign language learning.https://www.researchgate.net/ publication/270837339_Motivation_
for_a_Second_or_Foreign_Language_Learning.
Published
2022-12-13
Section
Articles
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