Examining the Impact of Immediate Family Members on Gulf Arab EFL Students' Strategic Language Learning and Development.
This article provides a qualitative inquiry into the influences of immediate family members (i.e. parents and siblings) on a group of Gulf Arab EFL students regarding their language learning experiences and strategy use in their Arab homelands. The participants came from financially comfortable fami...
| Publicado en: | RELC Journal Vol. 50; no. 2; pp. 285 - 300 |
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| Formato: | Artículo |
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Sage Publications, Ltd.
Aug2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=137989443&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 137989443 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00336882 5NY jtl: RELC Journal issn: 00336882 maglogo: Y pubinfo: dt: Aug2019 vid: 50 iid: 2 pid: 2171 pub: Sage Publications, Ltd. artinfo: ui: 137989443 10.1177/0033688217716534 ppf: 285 ppct: 15 formats: tig: atl: Examining the Impact of Immediate Family Members on Gulf Arab EFL Students' Strategic Language Learning and Development. aug: au: Hajar, Anas affil: Canterbury Christ Church University, UK su: English as a foreign language Language acquisition sug: subj: English as a foreign language Language acquisition keyword: Gulf Arab EFL Students immediate family members language learning strategies (LLSs) Out-of-class learning qualitative inquiry ab: This article provides a qualitative inquiry into the influences of immediate family members (i.e. parents and siblings) on a group of Gulf Arab EFL students regarding their language learning experiences and strategy use in their Arab homelands. The participants came from financially comfortable families, with different levels of education. The data collected from a written narrative and four subsequent semi-structured interviews suggest that the occupation and educational attainment of the participants' family figures (mostly parents) affected the amount and kind of support these families offered to the participants while learning English. Less educated parents involved themselves indirectly in their children's English language learning, and their involvement appeared at a late stage in the participants' academic lives in the form of emotional and/or financial support. The language learning strategies (LLSs) used by these participants were mainly exam-oriented. Conversely, higher educated parents contributed to enabling their children to enact their desired future self-images confidently as English speakers from the beginning, for example by sending them to well-resourced private educational establishments throughout their education. From this qualitative study, pedagogical implications as well as areas for ongoing research are suggested. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2019 holdings: @attributes: islocal: N |
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