Evolving Perceptions of English Language Learning: A Phenomenographic Study of Learners' Strategies and Approaches
DOI:
https://doi.org/10.62583/rseltl.v2i5.60Keywords:
Phenomenography, English language learning, learning strategies, communicative approaches, technology-assisted learningAbstract
This study probes into the changed students' perceptions of effective learning strategies among English language learners (ELLs), employing a phenomenographic approach. The results show an orientation change in learners from vocabulary and grammar exercises to more interactive and communicative types of exercises. Initially, these students had difficulties applying the memorised content in real-life situations but later reported signs of fluency improvement and increasing confidence through peer interaction, technology-assisted learning, and authentic practice. Moreover, personalised teacher feedback had a great impact on the growth of the learners. The study emphasises moving away from rote learning in language and instead incorporating elements of social interaction, immersion, and technology to facilitate fluency. These findings indicate that the curriculum for a language has to be more dynamic and practical to enhance learners' fluency, which may provide some useful implications for educators and curriculum developers.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Aamir Futaima Sheikh
This work is licensed under a Creative Commons Attribution 4.0 International License.
The Research Studies in English Teaching and Learning (RSELTL) Journal adopts the Creative Commons Attribution 4.0 International License (CC BY 4.0). This license allows for the free distribution and modification of the work, provided that the original author and source are credited. The CC BY 4.0 license is designed to promote the dissemination of scholarly work while protecting the rights of authors.
Author Rights
Under the CC BY 4.0 license, authors retain extensive rights to their work, including but not limited to:
-
Ownership of Copyright: Authors maintain copyright ownership of their work, permitting them to deposit their work in institutional repositories, share their work as they deem appropriate, and publish their work elsewhere, provided that the original publication in RSELTL Journal is properly cited.
-
Use and Distribution: Authors are entitled to unlimited use and distribution of their own work for educational and scholarly purposes, as long as the original work is properly cited.
-
Adaptation and Derivatives: Authors have the right to adapt, modify, or create derivatives of their work, provided that the original work is properly cited, and the modifications do not misrepresent the original work.
User Rights
In accordance with the CC BY 4.0 license, users (readers, scholars, and researchers) are granted the following rights:
-
Access and Distribution: Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of articles published in RSELTL Journal without seeking prior permission from the publisher or the author, as long as the original work and authorship are properly cited.
-
Creation of Derivative Works: Users may adapt or create derivative works from the RSELTL Journal articles, provided that the original work is properly cited, and the derivative work is distributed under the same CC BY 4.0 license.
Responsibilities and Restrictions
-
Attribution: Proper attribution must be given to the original author(s) and the RSELTL Journal, including provision of a link to the original work and indication if any changes were made.
-
No Additional Restrictions: Users must not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
-
Commercial Use: The CC BY 4.0 license permits commercial use of the works, as long as the original work and authorship are properly cited.
