RRL draft

FOREIGN LITERATURES
Based on the study of Özudogru, F., & Hişmanoğlu, M. (2020) that explored the
views of freshmen students on foreign language courses that delivered through e-
leaning. The investigation was conducted to study students’ views on language
learning through e-learning, and it also explore the foreign language instructors’
views and perceptions about e-learning. The study revealed that university students
are not satisfied in learning foreign language courses that delivered through e-
learning. Majority of the students want face-to face instruction rather than e-learning,
the findings shown that students does not have interest of learning foreign language
online as it lacked opportunities for practicing and experiencing face-to-face
interaction. The result of the study found that in order for an e-learning instruction
and learning foreign languages to be successful, there must be various factors that
must give support to its success, this include the strong internet to avoid
communication failure, interactive and enjoyable instructions, and contents must
accessible all the time, clear and up to date. Moreover, instructors teaching
competence, personal traits, and subject matter skills have an important part for e-
learning courses. Additionally, e-learning system shall be developed in a ways that
students will have a meaningful e-learning experiences and interest through e-learning
more, instructors should be friendly, proficient, accessible and quick to respond to
students’ needs and concerns and guide students to perform self-regulated in
learning foreign languages and to improve the e-learning effectiveness.

The study of Collins, L., & Muñoz, C. (2021) explore the profile of Foreign Language
classrooms when it comes of geographical locations, languages being taught, and the
amount and distribution of instructional time, as well as age and language
backgrounds of the learners. The findings revealed that Foreign Language
environments does benefits from research study in the The Modern Language
Journal (MLJ) commonly involve the older learners of on-site classes that afford
limited exposure to the FL, which was generally English for non-English-speaking
countries and French, German, or Spanish for English-speaking countries. As the
result of the study, the researchers suggested areas for further investigation on FL
classrooms that needed more attention.

LOCAL LITERATURES
According to the study of M. ParaynoM. (2023) the sophomore College of Education
(CoEd) and College of Behavioral and Social Sciences (CSBS) that taking Basic and
Advanced Spanish courses was struggling in the four domains of language, including
syntax, semantics, morphology, and phonetic-phonology. Students recognized
insignificance of the foreign language Spanish, students also have a low motivation to
learn the Spanish language because they think it has no connection in their career
path. The students only saw the foreign course as a requirement to finish college and
to get high grades. Hence, the students view the foreign course as a barrier to their
learning. In addition, the students have a limited chance to practice the language has a
huge influence on their learning development. The study found that teaching strategy
and instruction have a huge impact to encourage the development in learning the
Spanish language. The use of online software applications such as online translation
to help students’ learning in Spanish language, classroom activity like a writing
composition and limited use of translation tools must utilize to guide students to boost
their composition skills. This study found that activities that involve collaboration and
participation would be a huge help to improved language skills through active
participation and consistent practice. Students engagement and real life scenarios
activities of their learned skills inside the classroom would also help students to make
use of their learning. Moreover, the study found that teachers' engagement and peer
communication in teaching the Spanish language to the students during class has a
huge effect to make sure that they truly learn in the said course.

FOREIGN STUDIES
According to the study of Nor, M. H. M., Yusuf, R., & Salleh, N. M. (2020) that
examined the motivation and attitudes of the students towards learning foreign
languages among Malaysian students in Sultan Idris Education University (UPSI), it
shown that in order to achieve successful language learning, the students must pay
attention to the affective aspects that can help them to develop their learning abilities.
Motivation and attitude are the most essential and often mentioned emotional aspect
as in foreign language learning. The study found that motivated students put out
effort, persistent and attentive to the task, have goals, desires and goals related to
success and/or failure, are awakened and use strategies to help achieve their goals.
Moreover, promoting good emotional experiences can help enhanced students’
academic engagement. The result of the study of Nor, M. H. M., Yusuf, R., & Salleh,
N. M. (2020), shown that Malaysian students have high motivation and positive
attitude in learning Japanese, Spanish and German language in Sultan Idris Education
University (UPSI). It also shown in study that the positive attitude of students should
be maintained and kept during the learning process to make sure that the learning
objectives are met.

The thesis of Norris, D. J. (2021) examines United State University students' attitude
that concerning learning different foreign languages. The study focuses on four main
topics such as attitudes, motivations, beliefs as well as views of students for studying
foreign languages including Arabic, Chinese, French, German, Korean, and Spanish
languages in the United States. Other areas that were also examined were the students
views whether if learning foreign languages in the United States were necessary or
not. The findings revealed that respondents commonly had positive attitudes and high
motivations in learning foreign languages, students views were somewhat crucial of
Americans' views of foreign languages, but participants shown an appreciation that
United States educational system does provide practical possibilities of learning
foreign languages. Moreover, students shown a high favor regarding learning
language, and slightly favorable in learning French. However, the respondents did
not show positive support in learning Arabic, Chinese, German, as well as Korean
languages, students also expressed lack of interest in learning Arabic language, but
students frequently identified Chinese as being useful for business opportunities,
Additionally, the study also shown a major differences among genders or educational
background on foreign language. Thus, female respondents were partially showed
more positive attitude about learning foreign languages, than with those participants
with higher level of foreign language skills.
References

Özudogru, F., & Hişmanoğlu, M. (2020). Views of freshmen students on foreign

Collins, L., & Muñoz, C. (2021). The foreign language classroom: Current
perspectives and future considerations. The Modern Language Journal, 100(S1), pg.
133–147.
https://doi.org/10.1111/modl.12305

M. ParaynoM. (2023). FOREIGN LANGUAGE LEARNING: EXPLORING THE

Nor, M. H. M., Yusuf, R., & Salleh, N. M. (2020). The Influence of Learner’s
Motivation and Attitudes on Foreign Language Learning among Malaysian Students
in UPSI. International Journal of Academic Research in Business and Social Sciences,
9(1), 950–962.
http://dx.doi.org/10.6007/IJARBSS/v9-i1/5494

Norris, D. J. (2011). Attitudes and Motivations Towards Learning Foreign