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How Does She Learn English? A Case of a Successful Blind Language Learner Jafari, Sakineh; Jafari, Samaneh; Kafipour, Reza
Vision: Journal for Language and Foreign Language Learning Vol 9, No 2 (2020)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv10i16727


This study reports on a case study of a blind EFL learner. The purpose of the study was to explore a detailed situated data to examine to what extent it is feasible to be a successful language learner despite being visually impaired and lacking some learning resources.  Interview data and the narratives of this EFL learner have revealed that her success was mainly based on her agentic interaction with the environment and learning context, her high motivation and strategic behavior, and her sustained efforts. The findings provide further insight into the role of learner in exerting control over contextual resources that frame learning and on how different factors interact with each other in the language learning process in the construction of learner identity and the strategies used by learners.
Procrastination and its effect on English writing errors and writing performance of medical students Kafipour, Reza; Jafari, Samaneh
Indonesian Journal of Applied Linguistics Vol 10, No 3 (2021): Vol. 10, No. 3, January 2021
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i3.31763


This study aims to investigate the relationship between procrastination and students’ writing performance. It also seeks to find a correlation between students’ writing error types and procrastination. The study followed a quantitative-survey design that utilized a writing test and a questionnaire to collect data using a convenience sampling method from 44 medical students at a university in Iran. Descriptive and inferential statistics were used to analyze data. Based on the results, the most frequently occurred errors were developmental errors followed by others and ambiguous errors. Interlingual errors were found as the least frequently occurred errors. Besides, procrastination was strongly and negatively correlated with and contributed to the students’ writing performance.  Finally, procrastination contributed to all four types of errors made by the students as the dependent variable’s variance value correlated significantly with all the independent variables. As some implications of this study, teachers can learn about learners’ writing error types and inform their instruction. Additionally, this can help instructors develop methods that can help decrease procrastination levels among learners.