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All Journal JOLLT Journal of Languages and Language Teaching Jurnal Pembelajaran Bahasa dan Sastra
Nduwimana, Arcade
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Education Languange, Linguistic, Communication & Media Other

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The Use of ICT Tools in Learning English Autonomously Nduwimana, Arcade; Ndoricimpa, Clément
Journal of Languages and Language Teaching Vol. 11 No. 4 (2023): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i4.8608

Abstract

Over the past 40 years, there has been an increasing interest in learner autonomy. The present study was undertaken to examine the extent to which Burundians living in two major cities of the country use ICT tools and resources to improve their English autonomously. In doing so, the study first investigated the situations in which they need to use English and their current level of English regarding the different aspects. Adopting a descriptive research design, the study used a convenience sample of 239 subjects who were invited to respond to a questionnaire survey and participate in a two-day training on how to use ICT to learn English autonomously. The collected data were analysed using SPSS version 22. The findings indicated that participants still not exploit to the fullest the benefits of ICT to learn English autonomously. Indeed, 84.9% of the participants do not know what a podcast is and 66.1% of them report that they have no language learning applications on their smartphones. Besides, more than 60% of the participants have not yet tried to learn English using internet.  Yet, they feel the need to use English in different situations reflecting a vast range of domains such as Medicine, Law, Economy, etc. Findings also showed that the majority of the participants have a weak or very weak level regarding the different language aspects. Given these findings, it can be concluded that there is a need to raise awareness of Burundians to use ICT tools to learn English by themselves.
The L2 Motivational Self System and International Posture among Simultaneous Multiple Language Learners: A Study of Gender Differences in the Burundi Context Nizigama, Elvis; Nduwimana, Arcade; Ndoricimpa, Clément
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 1 (2026): Januari 2026 | in progress
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v1i1.1016

Abstract

Gender differences are a consistent finding in research on second or foreign language (L2) learning motivation, yet this important topic has been scarcely investigated in Burundi. Therefore, this study primarily aimed to examine gender differences in L2 motivation, framed by the L2MSS and International Posture frameworks, among Burundi junior high school students learning simultaneously multiple foreign languages (L2 French, L3 English, and L3 Kiswahili). A secondary aim was to assess whether the years of study (school grade level) moderated the link between gender and L2 motivation. The population was 594 junior high school students per class and per gender who completed and submitted the questionnaire. A sample of 210 students (94 boys and 116 girls) from Grades 7–9 across two public schools completed a questionnaire, and the data was statistically analyzed using SPSS-version 22. The overall results for the whole sample indicated no statistically significant gender differences in L2 motivation across all three target languages. However, the examination of the interaction effect revealed significant gender x school grade interactions on four of the five measured constructs (Ideal L2 Self, Ought-to L2 Self, Intended Learning Efforts, and International Posture), with all significant interactions relating only to English, but not for French or Kiswahili. Further analysis demonstrated that the statistically significant effect was confined only to Grade 7, where female learners consistently exhibited higher mean scores than their male peers, a difference that disappeared in grades 8 and 9. These results underscore the importance of including gender as a key variable in future L2 motivation research in Burundi, particularly with younger participants, such as primary school learners.
Co-Authors Ndoricimpa, Clément Ndoricimpa, Clément Nizigama, Elvis