The importance of oral English learning has been paid more and more attention from English majors. However, inefficient oral English learning is an outstanding problem for many English majors in English learning. In addition to the linguistic environment, the lack of an effective strategy guide is also one of the key factors causing this problem. In order to figure out whether the use of the language learning strategy is helpful to the English major students’ speaking ability or not, in this study, thirty-five English major students are surveyed by a questionnaire on their oral English learning and strategy use. It is found that most of the students use learning strategies in their oral English learning. What’s more, cognitive strategies, metacognitive strategies, and social strategies are the most useful strategies for students’ oral English. In other words, the use of learning strategies is helpful to college students’ speaking abilities. Therefore, to improve students’ oral proficiency, this paper proposes that teachers should systematically guide students in oral learning strategies, especially in cognitive, metacognitive, and social strategies training.
Family is a smallest unit that influences children growth from baby until teenager consisting of parents and siblings. A family usually supports their education in order to reach their dream and have their best future later. Therefore, family supports are believed to be one factors that influence the students’ result in learning. In Bangladesh, positive home factors such as parents’ involvement, encouragement, and their positive attitude toward English language, in general, influence adolescent L2 learners positively (Rahman, 2015). Students not only need learning facilities but also need proper guidance to increase their study results. Communication is a more important factor in improving students’ performance. Thus, the factors that influence students’ learning results are communication, learning facilities, proper guidance and family stress that are based on statistical analysis (Mushtaq and Khan, 2012). This study aimed to find some factors of family supports that influence students’ results in learning English as their foreign language. There were 224 students that are evaluated by giving reading test and questionnaire. The results of test and questionnaire were analyzed using statistical analysis that is Anova to find out whether family supports influence students’ results in learning English. The results from the questionnaire showed most students like English subject, get motivation in learning English by communicating with foreigners, start learning English at fourth grade of elementary school, learn English from movie and internet as well as get information about the importance of English in working world from their parents. The result of regression analysis showed some factors of family supports in this study do not influence students’ results in learning English. Therefore, family supports cannot be the only criterion of someone who masters English successfully.
The Study on Motivation and Anxiety of English Learning of Students at a Taiwan Technical University (Published)
The purpose of this study is to investigate inner motivation and anxiety of English learning as it is experienced by English as a Foreign Language (EFL) learners with respect to various majors, differences in genders and language proficiency. Specifically, it studies EFL students at a technical university in Taiwan. This study surveyed and analyzed 857 freshmen from a technical university in Taiwan. Based on the analyses of structural equation modeling, the results indicated that English learning anxiety impacted English learning motivation in different ways depending on genders and majors. On the other hand, English learning anxiety had little effect on English learning motivation for the different levels of language proficiency groups, especially for learners in the intermediate group. Generally speaking, most of the learners were prone to instrumental rather than integrative motivation in terms of learning English, and their levels of English language class anxiety were higher than their levels of English use and test anxiety. The findings can help clarify the nature of both English learning anxiety and English learning motivation as psychological constructs to students