Journal of Second and Multiple Language Acquisition-JSMULA

Cognitive engagement and academic performance among EFL/ESL learners in conflict-affected zones

2024-06-26T21:24:38+03:00

English language learning for students in conflict zones is highly important not only for acquiring a new language and finding a job, but also for their survival, growth, access to educational resources, emergency information and support systems that are crucial in challenging conditions. English can be a powerful tool for ESL/EFL students in order to equip essential communication, critical thinking and emotional coping skills. However, there are many factors associated with ESL/EFL students’ poor language performance, one of which is the students’ poor cognitive engagement “thoughtfulness and willingness to master difficult skills” in English classroom. This study tries to investigate the level of cognitive engagement among EFL/ESL learners in conflict-affected zones. It also tries to analyze the type of relationship between cognitive engagement and academic performance and attempts to investigate the impact of cognitive engagement on academic performance among university students of English affected by conflict in their areas. It is a quantitative-qualitative study in which a total of 300 undergraduate EFL/ESL learners from Yemen and Kashmir, JK, India responded to a cognitive engagement survey, followed by interviewing 20 volunteers among the same sample and calculating the cumulative average of the total of the academic years of the selected sample to assess their academic performance. Applying descriptive, correlation and regression analysis, findings reveal that the level of cognitive engagement by EFL/ESL students in English learning contexts in conflict zones is low. It is also found out that there is a positive relationship between cognitive engagement and academic performance among the EFL/ESL students in conflict zones. Results also indicate that cognitive engagement is a good predictor of academic performance of EFL/ESL students in such regions. The study recommends to adapt an educational program and a dialogue-skills training course for university students for finding out the factors leading to a deep cognitive engagement in class and a positive academic performance. It is also recommended that non-formal education approaches should be provided and restored by digitalizing curriculum to carry on the educational process during the shutdowns or conflict times.

Examining the impact of vocabulary size on listening abilities among Moroccan second year baccalaureate students

2024-08-31T20:30:08+03:00

This correlational study investigates the relationship between vocabulary size and listening abilities among Moroccan high school students, specifically focusing on 90 second year Baccalaureate students from Almansour Addahbi High School in Sidi Kacem, Morocco. Data were collected through standardized vocabulary size and listening proficiency tests, and statistical analyses were performed using Pearson correlation and regression analysis. The results revealed a significant positive correlation (r = 0.827, p < 0.01) between vocabulary and listening skills, indicating that students with larger vocabulary sizes tend to exhibit higher listening scores. Regression analysis further supported the findings, showing that vocabulary significantly predicted listening abilities (Beta = 0.827, p < 0.01). These findings emphasize the critical role of vocabulary knowledge in enhancing listening comprehension among second year Baccalaureate students, with implications for language education strategies.

Numeral systems in Olùkùmi and Òwò dialects of Yorùbá, evidence of Yorùbá Affinity

2024-06-18T22:15:02+03:00

This study investigates the numerals of Olukumi and Owo dialects of Yoruba to identify some basic and derived forms of the numeral systems in the two Yoruba dialects. The data for this study were drawn from structured interviews using purposive sampling of ten (10) native speakers of Olukumi and another ten (10) native speakers of Owo dialects. Thirty-seven varying numbers from the two dialects generated from Ibadan four hundred basic wordlists were subjected to descriptive and comparative analyses. The results of this investigation using the Weak Lexicalist Approach (WLA) show that there are linguistic convergences and divergences in the numeral systems of Olùkùmi and Òwò dialects. Counting numbers from one to ten is considered basic in Olùkùmi and Owò dialects. The results of the two dialects subscribe to the subtraction method in the mathematical approach. In addition, the Owo dialect has a basic numeral system for two hundred (‘ugba’); whereas the Olukumi dialect, on the other hand, employs a derived decimal approach as two hundred (‘orumezi’). The Olùkùmi dialect of Yorùba? was seen to be in favor of the additive numeral system rather than the subtractive and multiplication methods that are common in Owo numeral system. More so, Olukumi uniquely attests to clipping. Finally, it was generally discovered that the change in space, time, and distance account for the linguistic variations observed in the numeral systems of the two dialects (Olùkùmi and Òwò). This study, therefore, provides an insight into how Olùkùmi and Òwò dialects of the Yorùba are spoken within and outside Yorùba communities, as well as how their numeral systems are being derived.