Professional Documents
Culture Documents
Chapter II
This chapter presents the related literature and studies relevant to the
present study of the researcher. This chapter will provide the conceptual
language and learning challenges and preferred to use their second language
language or the English language are confident in learning and using the
English language, and they indeed have a lower level of language challenges.
English for Medium as Instruction (EMI) courses, though some attributed their
Language Integrated Learning (CLIL) due to the greater attention paid and
their English language learning. It is also stated that the integration of content
development through PE. Students are highly satisfied when learning English,
and activities are paired together. The interactive learning given to them
Also, Pranoto (2020) found that most students want to write more than
Interestingly, though they are motivated to learn more about writing, they
Iranian PE students and faculty for the student’s academic studies and future
for learners should also be developed for sharing ideas, experiences, and
suggestions. They pointed out that related to diverse topics such as warm-up
needed.
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Mirza et al. (2022) also argue that there is a need to preserve regional spoken
dialects. English is needed, but it does not suggest replacing one’s dialect
and rural language. It only aims to promote competence, not destroy what is
The study finds that most students want to write more than other skills.
and have favorable attitudes toward learning the language. They also know
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(Getie, 2020).
when the learner has a positive attitude toward learning English. Students'
positive attitudes towards learning grammar may vary according to their study
attitudes toward learning the English language and that the type and the
degree of attitude are not affected by the teacher’s nativity but by the teaching
methods and the learning atmosphere that the teacher creates for their
students (Noursi, 2013). Students' attitudes towards the target language and
to teach it effectively. Phyak's study (2017) finds that students felt hesitant
implemented EMI in public schools due to the need for more trained teachers,
countries as they find it hard to learn and be fluent in it. Though, there is still
English.
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et al., 2015). For example, many ELs lack cognitive academic language
discussions and feel overwhelmed or alienated while in class (Wolf & Phung,
2019).
difficulties with academic writing and reported mixed challenges with speaking
noted, “The adjustment process [for ELs] is slower for students with poor
TSu & Min-Hsun (2005), claim that the difference between successful
and less successful learners is the degree of flexibility the learners showed
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interviews with English teachers in high schools, the impact of the teachers
and students’ positive and negative behaviors and attitudes towards English
are emphasized. The teachers say that the motivation of students is also very
effective learning not only inside the class but also the in environment.