Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal ELS Journal On Interdisciplinary Studies in Humanities
Jean d'Amour Ndayisenga
Sanata Dharma University
Languange, Linguistic, Communication & Media Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
The Functions of Code-Switching in Rwandan EFL Classrooms: Insights from Teachers and Learners Jean d'Amour Ndayisenga; Ouda Teda Ena
ELS Journal on Interdisciplinary Studies in Humanities Vol. 7 No. 4 (2024): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v7i4.42091

Abstract

In multilingual settings, speakers frequently move between codes and languages during their frequent social interactions. Any circumstance in which speakers flip between accepted codes is now considered code-switching. Several studies have assessed and compared aspects of code-switching in EFL classrooms focusing on the perception of the teachers in a multilingual context. However limited studies examined the use of code-switching in EFL classrooms like Rwanda where three languages are officially used, and one native language is still the most dominant for all people. The current study uses qualitative methods to examine how teachers perceive different aspects of code-switching in multilingual classrooms to address the following questions: what types of code-switching do both teachers and students use in the classrooms and how do they perceive that phenomenon? The research participants in the interview were nine senior teachers from Groupe Scolaire Nyamirama and the data was collected by coding. The findings from the interview demonstrate that both intra-sentential and inter-sentential functions of code-switching are sometimes used to manage the language minority in the classroom, remaining united with the students, and the language learners' lack of proficiency. This study provides future researchers with suggestions and educational implications for EFL/ESL teachers.
Exploring Types of Language Learning Motivation among EFL Students: Insights from Rwandan High Schools Jean d'Amour Ndayisenga; Concilianus Laos Mbato
ELS Journal on Interdisciplinary Studies in Humanities Vol. 7 No. 4 (2024): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v7i4.42097

Abstract

Motivation in language learning is a critical area of study since motivation greatly impacts second language acquisition. Socio-Educational Model theory explains motivation to learn a second language in two main types: integrative and instrumental motivation. Many studies have explored motivation in language learning, but such studies are deficient in the case of Rwandan EFL learners. This study analyses the motivational types that inspire students during learning and investigates the motivation factors for EFL learning. This descriptive study, which involves a class from a Rwandan high school of Groupe Scolaire Nyamirama, uses both a qualitative and quantitative design. The information was gathered using open-ended questionnaires and closed-ended questionnaires. The results indicated that instrumental and integrative motivation significantly influences students’ EFL learning process. However, it showed that instrumental motivation was major in EFL learning. Additionally, according to the data, twelve motivational factors were identified from students and ten from teachers regarding teaching strategies and teacher-student interactions, all which impact students during the learning process. However, because motivational variables and motivational types rely on context, it is recommended that a study on this topic be conducted in a different setting.
Co-Authors Concilianus Laos Mbato Ouda Teda Ena