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All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching JOLLT Journal of Languages and Language Teaching
Tahmina, Tania
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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EFL SUCCESSFUL LEARNERS’ PERCEPTION ON THE USE OF COGNITIVE STRATEGIES IN SPEAKING PERFORMANCE Tahmina, Tania
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 7, No 2: December 2023
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v7i2.7552

Abstract

EFL learners adopt various strategies to speak effectively. Cognitive learning strategies assist them to speak easily and comfortably. The aim of this research was to explore the most frequently used cognitive strategies which were employed by the successful learners of the Department of English, Jagannath University, Dhaka, Bangladesh, in their speaking class. In this study, a mixed-methods approach was used to collect the data. The subjects of this research were eighteen (six males and nine females) successful learners. Oxford’s (1990) SILL (“Strategy Inventory for Language Learning”) questionnaire was employed to collect the data. The interview provided answers to the questions, which was helpful to comprehend the learners’ perceptions better and to validate the quantitative data. The completed questionnaires were collected and analyzed descriptively. The result showed that the most frequently used cognitive strategy which the successful learners employed to develop their speaking skills was “I say or write new English words several times” (60%). The next most frequently used strategy was a cognitive strategy “I watch English language TV shows spoken in English or go to movies spoken in English” (46.66%). This was followed by the cognitive strategies “I practice the sounds of English” (40%) and “I find the meaning of an English word by dividing it into parts that I understand” (40%). The data will assist learners, teachers and researchers for the improvement of future teaching-learning processes.
ENHANCING MOTIVATION OF THE EFL LEARNERS BY INTEGRATING TECHNOLOGY Tahmina, Tania
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 6, No 2: December 2022
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v6i2.6196

Abstract

Motivation plays an important role in EFL learning. For the twenty-first century technology-savvy learners, teachers can resort to advanced technology to enhance and sustain their motivation. The present study explores the motivational orientations of the undergraduate EFL learners of Jagannath University, Dhaka, Bangladesh and the teacher’s awareness to equip their learners with appropriate technological knowledge to ignite their motivation for learning English effectively. There were two research questions in this study. The first question was whether the learners were integratively or instrumentally motivated. The second question dealt with the contribution of technology-enhanced language pedagogy to assist the learners’ motivational orientations in the blended classrooms. To find out the first research question, a paired samples t-test was conducted. The findings revealed that students’ integrative motivation was noticeably higher than instrumental motivation. A semi-structured interview of the language teacher was taken to answer the second question. The findings revealed that the learners were integratively motivated and the language teacher arranged technologically equipped classroom in order that the students would feel an inner urge to learn the language enthusiastically.
HIGH-PROFICIENCY AND LOW-PROFICIENCY LEARNERS’ COMPENSATION STRATEGIES USE IN ENGLISH LANGUAGE LEARNING Tahmina, Tania
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 8, No 2: December 2024
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v8i2.8766

Abstract

Compensation strategies are vital for foreign language learners to overcome difficulties in acquiring a second language. According to Oxford (1990), these strategies help learners “overcome knowledge limitations in all four skills” (p. 90), making them essential for effective language acquisition. This study investigates the preferred compensation strategies of high- and low-proficiency English learners at Jagannath University, Dhaka, Bangladesh, using a mixed-methods approach. Data collection involved the Strategy Inventory for Language Learning (SILL) questionnaire designed by Oxford, alongside semi-structured interviews to enrich the qualitative findings. Results indicate distinct preferences based on proficiency levels: high-proficiency learners frequently employed Strategy 6: “If I can’t think of an SL word, I use a word or phrase that means the same thing” (40%). Meanwhile, low-proficiency learners favored Strategy 1: “To understand unfamiliar SL words, I make guesses” (66.66%). These findings highlight the significance of adapting teaching approaches to address diverse learner needs, ultimately enhancing language learning efficiency and effectiveness.
Students’ Perception of the Use of Youtube in English Language Learning Tahmina, Tania
Journal of Languages and Language Teaching Vol. 11 No. 1 (2023): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i1.6883

Abstract

Digital learning has become a new learning mode in higher education.  Learners have become heavily dependent on YouTube channels and other technology-enhanced language learning platforms. As the YouTube platform has become an inexorable part of students’ lives, language teachers can explore their perceptions and assist them to learn English language with the help of this platform. This study aimed to find out the learners’ perception of using YouTube as a learning medium to enhance their language learning. In addition, a few pedagogical implications will also be provided. The research respondents comprised sixty-six undergraduate students of the Department of English, Jagannath University, Dhaka, Bangladesh. The data were collected using a questionnaire and semi-structured interviews. The findings revealed that the majority of the students reported that they benefitted by watching YouTube educational videos; however, in preparing assignments, being attentive while studying, and acquiring grammatical competence, learners reported that this platform had little impact. Most of the students reported that YouTube helped them to learn English vocabulary, to make learning English very interesting, to comprehend the contents of YouTube videos in a very easy manner, get relevant materials to learn English language, acquire English language better by writing down the major points in a diary while watching videos, to develop speaking skills watching YouTube videos, and to enhance listening comprehension. Therefore, based on the findings of this study, it can be concluded that the use of YouTube has numerous positive impacts on EFL learners’ English language proficiency.
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