فهرس المقالات English language learners

• حرية الوصول المقاله
  • صفحة الملخص
  • نص كامل
  
  1 - Factors Contributing to Student Attrition at English Language Institutes in Iran
  Shabnam Ettehad Masoud Zoghi Hanieh Davatgari-asl
  10.30486/relp.2022.1962894.1390
  The study intended to fill the research gap related to academic attrition by identifying factors contributing to learners' attrition at English language institutes (ELIs). Given the classification of voluntary and compulsory attrition factors, attempts were made to dete أکثر

  The study intended to fill the research gap related to academic attrition by identifying factors contributing to learners' attrition at English language institutes (ELIs). Given the classification of voluntary and compulsory attrition factors, attempts were made to determine which of these two sets of pressures could predict the attrition decision of EFL learners at ELIs. To this end, 148 enrolled students (81 males and 67 females) from seven ELIs participated in this research. Based on their self-reported proficiency accounts, the participants were considered beginner, pre-intermediate, and intermediate-level students. They completed the survey response online via Google forms, a computer-generated web-based program. Results based on hierarchical regression analysis indicated that the voluntary variables could contribute more to the predictive model for student attrition at ELIs than the compulsory factors. More specifically, the attrition decisions were more conscious and firmer for ELI students with a lower level of motivation for academic success, satisfaction with the quality of education, and satisfaction with instructors. However, the analysis did not find satisfaction with the institute environment and social integration in the institute as predictors of attrition decisions. This study concludes that voluntary pressures among ELI students are the most important predictors of attrition decisions. تفاصيل المقالة
• حرية الوصول المقاله
  • صفحة الملخص
  • نص كامل
  
  2 - The Effect of Watching Musical Movies on English Language Learners’ Listening Comprehension and Happiness
  Mohammad  PurRezaii Mehry Haddad Narafshan Massoud Tajadini
  The link between education and happiness has been a topic of inquiry among social scientists for a considerable period. However, prior studies have not dedicated sufficient focus to the influence of educational approaches on the happiness of English language learners. C أکثر

  The link between education and happiness has been a topic of inquiry among social scientists for a considerable period. However, prior studies have not dedicated sufficient focus to the influence of educational approaches on the happiness of English language learners. Consequently, the present study aimed to investigate the effects of musical movies on the happiness and listening comprehension of English language learners. The current study was implemented within the context of English listening comprehension, involving a sample of participants aged 10 years (N=52). The study was carried out at a private primary school located in Kerman, Iran. To procure quantitative data and monitor any plausible changes in the listening comprehension of the students, pre- and post-listening tests were administered. Additionally, the Oxford Happiness Questionnaire developed by Hills and Argyle (2002) was used to assess the participants’ happiness levels in English language classrooms at both the beginning and end of the project. The results of the post-listening tests indicated that the experimental group exhibited superior performance compared to the control group participants. Furthermore, it was observed that the implementation of songs from animated movies resulted in heightened levels of happiness among the participants. Briefly, when the process of learning English becomes a pleasurable and satisfying experience, it has the potential to enhance the happiness and listening comprehension of the students. تفاصيل المقالة