scholarly journals Authentic-interactive activities to promote oral production on a virtual platform

2020 ◽  
pp. 26-35
Author(s):  
Norma Flores-González
Keyword(s):  
Instructional Design ◽  
Foreign Language ◽  
Quantitative Approach ◽  
Teaching English ◽  
Oral Production ◽  
Communicative Strategies ◽  
Teachers And Students ◽  
Virtual Platform ◽  
Authentic Activities ◽  
Learning English

Implementing learning or communicative strategies are not enough to develop oral production when learning English as a Foreign language; indeed, it is necessary to provide authentic activities that engage students in the act of speaking. The objective of this research is to know if the interactive activities operated in the Moodle platform promote oral production and identify the possible association between their scores from the instructional design and their speaking level from a standardized exam. For this, a longitudinal quantitative approach was carried out during spring 2020 in the Teaching English Bachelor at BUAP, having a sample of 20 subjects. The results demonstrated that the use of authentic-interactive activities improved the students’ speaking competence significantly. Furthermore, this study pretends to contribute with useful theoretical information for teachers and students who want to select appropriate tasks to improve this competence. It is essential to clarify that this is an innovative study since it promotes the use of activities and strategies mediated by technology asynchronously and synchronously, which are flexible and suitable for students’ needs in times of contingence.

scholarly journals Implementing an Instructional Design on Intercultural Communicative Competence (ICC) With Foreign Language Students Aimed at Joining the Corporate World

2019 ◽  
Vol 12 (3) ◽  
pp. 161 ◽  
Author(s):  
Héctor Manuel Serna Dimas
Keyword(s):  
Instructional Design ◽  
Foreign Language ◽  
Communicative Competence ◽  
Intercultural Communicative Competence ◽  
Intercultural Learning ◽  
Oral Production ◽  
Corporate World ◽  
Thematic Units ◽  
Teachers And Students ◽  
In The Beginning

This study intends the validation of an instructional design on intercultural communicative competence (ICC) in the beginning levels of German, French, Italian, Portuguese, and English in the Modern Languages program at EAN University in Colombia. The design constituents: language integration, oral production, fieldwork activities, and a product/project gravitated around thematic units. The faculty application of the design is evidenced through annotated lesson plans together with the rationale for their classroom decision-making. The results indicate that an instructional design on intercultural communicative competence offers teachers and students a framework whose components acknowledge the participants’ diverse views and promote an intercultural learning environment in both relational and interpersonal terms.

Communicative approach in teaching foreign language to students

1970 ◽  
pp. 261-268
Author(s):  
Ольга Миколюк
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching English ◽  
Basic Principles ◽  
Classroom Activities ◽  
Teachers And Students ◽  
Communicative Approach

This article examines the communicative approach as one of the most successful methods of teaching English nowadays. The basic principles are aimed at teachers and students, efficient classroom activities and styles of learning. Furthermore, there are some guidelines for teachers and even a critique of communicative language teaching in this article.

scholarly journals ՎԱՐԺՈՒԹՅՈՒՆՆԵՐԻ ԿԻՐԱՌՈՒՄԸ ԱՆԳԼԵՐԵՆԻ՝ ՈՐՊԵՍ 3-ՐԴ ՕՏԱՐ ԼԵԶՎԻ ՈՒՍՈՒՑՄԱՆ ԳՈՐԾԸՆԹԱՑՈՒՄ / USE OF EXERCISES IN TEACHING/LEARNING ENGLISH AS A THIRD FOREIGN LANGUAGE

2021 ◽  
pp. 117-127
Author(s):  
SIRANUSH GHAZARYAN
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Teaching English ◽  
Negative Interference ◽  
The Republic ◽  
Teaching Learning ◽  
Learning English

The article touches upon the problems of teaching English as a third foreign language in higher educational institutions of the Republic of Armenia. The students’ mother tongue, in this case, is Armenian. Russian is the first foreign language and French is the second one. Considering the fact that the students’ 2nd (French) and 3rd (English) foreign languages have significant similarities that can cause both positive transfer and negative interference, the teaching/learning process of English should be organized by paying special attention to the similarities and taking into account certain peculiarities. Accordingly, the use of correctly selected exercises can help in organizing the teaching/learning process more quickly and effectively. The author also introduces some “dangerous” language phenomena that may bring about undesirable interference in learning English after French. In addition, a number of exercise samples are provided that might be used to develop the students’ lexical, grammatical and phonological competences in teaching/learning English as a third foreign language.

scholarly journals STUDY OF MOTIVATION TYPES OF ENGLISH-MAJORING STUDENTS AND DEMOTIVATING FACTORS - IN THE CONTEXT OF NATIONAL UNIVERSITY OF MONGOLIA, ERDENET SCHOOL

2020 ◽  
pp. 083
Author(s):  
Solongo Shagdarsuren ◽  
Ulambayar Batchuluun ◽  
Daniel Lindbergh Lang
Keyword(s):  
Foreign Language ◽  
English Learning ◽  
Factors Affecting ◽  
Credit Hours ◽  
Teachers And Students ◽  
National University ◽  
English Learning Motivation ◽  
The University ◽  
Academic Year ◽  
Learning English

A decline in number of credit hours of English courses for English-majoring students at National University of Mongolia is forcing teachers and students to focus on how to learn English more effectively and what factors would affect that process within credit hours allowed at the university. However, the English teaching class hours in Mongolian secondary schools have been increasing for the last few years, due to the interest in learning English as a foreign language, and resulting in a growth in the demand for English teachers. This study has a goal to investigate into motivation of English-majoring students towards learning English and the factors affecting them to be demotivated. Twenty students studying English as a major at National University of Mongolia, Erdenet School completed the research questionnaire  which intended to discover English learning motivation through 12 items and attended focus group interview with 5 questions to find internal and external demotivating factors in 2019-2020 academic year. The students had instrumental orientation and demonstrated a strong desire to learn English. Furthermore, they were demotivated by their teachers’ and classmates’ attitudes and living conditions. The researchers suggested some recommendations based on the study findings. 

Traditional Singing Games in English for Teaching Modules Developed According to the Interests of Primary School Students

2021 ◽  
Vol 29 (2) ◽  
Author(s):  
Penka Kuneva
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Teaching And Learning ◽  
Teaching English ◽  
Primary School Students ◽  
School Students ◽  
Teaching Modules ◽  
Singing Games ◽  
Learning English

The report discusses traditional singing games in English and the benefits of their use in teaching English as a foreign language, especially in teaching modules developed according to the interests of primary school students. A review of scholarly articles has been made and some conclusions about using singing games in teaching and learning English as a foreign language has been presented.

scholarly journals THE USE OF YOUTUBE VIDEO IN TEACHING ENGLISH FOR FOREIGN LANGUAGE AT VOCATIONAL HIGH SCHOOL

2020 ◽  
Vol 8 (2) ◽  
pp. 1-11
Author(s):  
Agus Agung Canis Cahyana
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Assessment Process ◽  
Vocational High School ◽  
Teachers And Students ◽  
Tenth Grade ◽  
Youtube Videos ◽  
Skill Improvement ◽  
Learning English

The study aimed to investigate the use of YouTube video in learning English as a foreign language in terms of the implementation, students' opinion in English skill improvement after the implementation of YouTube video, the problem faced by teachers and students, and students' perception toward the use of YouTube video in learning English. The respondents were 5 tenth grade English teachers and 35 tenth grade students. This study used embedded mixed-method as the research design. The data were gathered by distributing questionnaires, and were analyzed by using SPSS. The result of the study revealed that: a) the teachers could implement the technique since the teachers used YouTube video technique to target several skills in English. The students had positive opinion about the improvement obtained in learning English. The students also mentioned that the implementation of this technique was able to decrease the monotonous teaching and increase the motivation in learning English. However, some problems occurred while the preparation of the assessment process in implementing YouTube video technique such as the internet connection and the students' readiness. The teachers needed to develop the technique to increase the students better understanding of the topic. The result of this study was found out the implementation of YouTube videos in teaching and learning English was showed a positive impact on students' English acquisition and helpful for teachers in delivering the topic to students and the result was in line with the finding of the previous study. However, there were some additional findings in this present study such as the problem the way teachers implemented this technique, the students' opinion in English skill improvement, and the students' perception toward the implementation of the YouTube video technique.  

scholarly journals The Usage Of An Audio-Linguistic Method Of Learning English As A Foreign Language By Intermediate Students

2021 ◽  
Vol 03 (02) ◽  
pp. 300-305
Author(s):  
Fazilatkhon Ikromova Vohidjon Qizi ◽  
◽  
Qarshiyeva Shakhnoza Valiyevna ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching English ◽  
Intermediate Students ◽  
General Methodology ◽  
Learning English

This article describes the aspects of audio- lingual method of language learning. As a conclusion, the main advantages of the method, in the case of its application as an integral part of the methodology of teaching English as a foreign language, and disadvantages that may occur in the case of its autonomous or remote use. Thus, we can say that the audio-lingual method will be a weighty addition to the general methodology of teaching English as a foreign language.

scholarly journals Impact of Learning Content on Secondary Students’ Motivation to Learn English In Lebanese Public Schools: Three Case Studies

2020 ◽  
Vol 1 (2) ◽  
pp. 151-166
Author(s):  
Lama Komayha ◽  
Jihanne Tarhini
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
Secondary Students ◽  
Learning Content ◽  
Mixed Method Design ◽  
Teachers And Students ◽  
High Level ◽  
Level Of Motivation ◽  
Positive Significant Correlation ◽  
Learning English

Purpose: The aim of this research is to investigate the effect of “the learning content” on “students’ motivation” in learning English as a foreign language. Approach/Methodology/Design: A mixed-method design was employed in this study to explore the correlation between the two variables from the perspective of teachers and students. The sample included three secondary public schools in the region of Mount Lebanon. Six classes were examined in each school. Qualitative data was obtained from the interview answers of 18 grade eleven English teachers and 18 one-session class observations in the three schools. Quantitative data was obtained from questionnaires of 355 grade eleven students in the three schools. Findings: Interviews and observations’ content analysis indicated that students show a high level of motivation when they perceive the content as interesting, relevant, and beneficial. Surveys’ SPSS analysis revealed the existence of a strong positive significant correlation between the learning content and students’ motivation. Practical Implications: The study investigates the effect of one of the repeatedly mentioned factors of students’ motivation and demotivation in learning English as a foreign language “the learning content”. Originality/value: It is recommended for teachers and educators to adjust the learning content according to students’ needs and interests in order to create chances of success and achievement for students, build students’ competence, relate students to their society, and allow technology integration.

scholarly journals INNOVATIVE APPROACHES TO TEACHING AND LEARNING ENGLISH AS SECOND AND ENGLISH AS FOREIGN LANGUAGE IN MULTILINGUAL EDUCATION

2019 ◽  
Vol 7 (6) ◽  
pp. 45-48 ◽  
Author(s):  
Diana Rustamovna Sabirova ◽  
Regina Rafael’yevna Khanipova
Keyword(s):  
United States ◽  
Foreign Language ◽  
Teaching And Learning ◽  
The United States ◽  
Approaches To Teaching ◽  
English As Foreign Language ◽  
Multilingual Education ◽  
Teachers And Students ◽  
Innovative Approaches ◽  
Learning English

and English as a second language. In our research, we analyze the works by C. Brown, B. B. Kachru, A. Matsuda, J. Peterson, and others. Methodology: In our research, the following methods were used: historical and theoretical analysis of the materials of the American pedagogical and socio-political press; statistical bulletins on the quantity of multilingual school-aged children, statistical bulletins on the quantity and quality of educational programs for training teachers of English as a foreign language in the United States; analysis and synthesis of resources used. Results: The authors hold the idea of the variety of English’s and consider English as an international language. The effectiveness of education depends on the way teachers are trained. In this article, the authors analyze English as a second, English as a foreign language teacher training programs, identify similar and distinctive features of the contents, and demonstrate ways to modernize the system of training teachers of English in the United States. Applications of this study: This research can be used for the universities, teachers, and students. Novelty/Originality of this study: In this research, the model of the Innovative approaches to teaching and learning English as Second and English as Foreign Language in Multilingual Education is presented in a comprehensive and complete manner.

scholarly journals Putting Prosody First — Some Practical Solutions to a Perennial Problem: The Innovalangues Project

2014 ◽  
Vol 12 (3) ◽  
pp. 233-243 ◽  
Author(s):  
Dan Frost ◽  
Francis Picavet
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Foreign Languages ◽  
Teaching English ◽  
Oral Production ◽  
International Language ◽  
Learning Platform ◽  
E Learning ◽  
The Common ◽  
Ministry Of Higher Education

This paper presents some of the difficulties of teaching languages, in particular English, in the context of LSP/LAP2 programmes in French universities. The main focus of this paper will be the importance of prosody, especially in English, as an area where these difficulties may be addressed. We will outline the various solutions that are currently being put into place as part of the Innovalangues project, a six-year international language teaching and research project headed by Université Stendhal (Grenoble 3), France. The project has substantial funding from the French Ministry of Higher Education and Research and its mission is to develop innovative tools and measures to help LSP/LAP learners reach B2 on the Common European Framework of Reference for Languages (CEFRL). The languages concerned are English, Italian, Spanish, Chinese, Japanese and possibly French as a foreign language. Initially the project will be focusing on the needs of Grenoble’s students, but the objective is to make the tools and resources developed freely available to the wider community. Oral production and reception are at the heart of Innovalangues. We believe, along with many other researchers, that prosody is key to comprehension and to intelligibility (Kjellin 1999a, Kjellin 1999b, Munro and Derwing 2011, Saito 2012), particularly given the important differences between English and French prosody (Delattre 1965; Hirst and Di Cristo 1998; Frost 2011). In this paper, we will present the particular difficulties inherent in teaching English (and other foreign languages) in the context of ESP/EAP3 in French universities and some of the solutions that we are implementing through this project (Picavet et al., 2012; Picavet et al 2013; Picavet and Frost 2014). These include an e-learning platform for which various tools are being developed, teacher training seminars focusing on prosody and the collection of data for research.  

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