Hamza has attended the English training facility for six months. Hamza is currently attending the ITI Institute. He knows Arabic and French as his native language, L1 and L2. Hamza has never travelled, studied or lived abroad, but aims to visit the USA or UK to expand his business after becoming affluent in English.
The student wants to learn English because he understands the importance of communication and considers English as the main source of communication. He believes that globalization has provided him with the opportunity to expand his family business in the global context and hence, he is inclined towards the acquisition of the English language. The reason that account for the business expansion in the global market is the example of extrinsic motivation due to its adherence towards the long-term monetary benefits, whereas, the reason related to the expansion of familial business in order to support family and contribute in the strengthening of the familial business accounts for the extrinsic motivation (Benabou and Jean 492).
The students is focused on the business opportunities and is considered to be highly motivated due to his focus on his future development. The observation during the communication activities indicated that he tends to share his information about the prevailing opportunities related to the business and talks about his future business objectives, which eventually indicates his firm motivation to understand the international language to achieve his business related objectives.
The kinesthetic learning style is considered as the dominant style to facilitate learning within the group due to the fact that it enhances the learning ability by providing the students with the activities in which they can communicate, reminisce and enhance their working memory. The kinesthetic learning style incorporates the learning activities in which drama, role-play and debate are conducted in groups due to which students become highly involved in the activities and learn the expressions and feelings behind the sentences and words. In this way, the students gain confidence and become adept at remembering the sentence structure and vocabulary (Reid 97). The variations amongst the individual members is not observed because the student is found to be engaged in the learning activities with his respective partners due to which his communication skills enhance and he develops confidence during the personal communication. The student is found satisfied with the current learning style due to the extent of involvement and practice with peers which eventually provides the learning and supportive environment to the learner.
The student likes the activities in which he engages with his peers and practice the learning concepts. The student is comfortable in the communication and learning activities with his peers and prefers the friendly and supportive environment in order to enhance the process of language acquisition. The student likes to work with peers and dislikes individual activities because he believes that he learns more in group or peer activities.
Specific Problems and Suggested Solutions
The students is learning English as L3 due to which he finds difficulty in expressing himself in English as opposed to his fluency in L1 and L2. He lacks speed in the identification of the correct word to be used in a sentence because he indulges in switching from L1 and L2. The student performs better when he is working with his peers and hesitates while interacting in English with the teacher, which eventually indicates his lack of capability to communicate in English out of his comfort zone. The gap in the student’s communication skills in English is identified on the basis of the following criteria:
In accordance with the predetermined criteria, it is observed that Hamza is good in reading and writing, whereas, he lacks skills in communication by means of speaking and listening skills.
The student is motivated to learn the English language and understands the importance of English in the global context and hence, he is highly inclined and engaged in the learning activities. Therefore, it is predicted the students will become a successful English learners and will overcome the problems that he is facing. However, in order to overcome the pertaining problems observed in the communication, it is required that the learning activities should include the communication activities with the teacher so that the student develop confidence. The audio and visual aid in enhancing the pronunciation extent is also suggested. In this manner, the listening skills of the student will be improved and he will be able to recall the vocabulary in due to the continuous reminiscing of the vocabulary through the audio visual aid (Kim and David 117).
Benabou, Roland, and Jean Tirole. "Intrinsic and extrinsic motivation." The Review of Economic Studies 70.3 (2003): 489-520.
Kim, Daesang, and David A. Gilman. "Effects of text, audio, and graphic aids in multimedia instruction for vocabulary learning." Journal of educational technology & society 11.3 (2008): 114-126.
Reid, Joy M. "The learning style preferences of ESL students." TESOL quarterly 21.1 (1987): 87-111.