Language Skills Training Through Mobile Apps

2020 ◽  
pp. 471-490
Author(s):  
Revathi Viswanathan
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
English Language ◽  
Mobile Apps ◽  
Language Skills ◽  
Skills Training ◽  
Language Teachers ◽  
English Language Teaching ◽  
Mobile Assisted Language Learning

With the advancement in technological tools and devices, language teachers can foster learning of communication skills through mobile devices. There is a growing interest among students to use the latest gadgets for getting connected with their peers. It must be admitted that the usage of these devices would bring in a real revolution in the teaching and learning process. It has been widely accepted that mobile learning promotes students' active participation. Teachers also now understand that one of their responsibilities is to create more opportunities to make their students practice language skills. Although numerous researches has been done in the field of English Language Teaching in India, research on mobile assisted language learning is still in an infancy stage. In this chapter, the author discusses the possibility of offering training through mobile apps, based on research she conducted recently.

Language Skills Training through Mobile Apps

2017 ◽  
pp. 142-167
Author(s):  
Revathi Viswanathan
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
English Language ◽  
Mobile Apps ◽  
Language Skills ◽  
Skills Training ◽  
Language Teachers ◽  
English Language Teaching ◽  
Mobile Assisted Language Learning

With the advancement in technological tools and devices, language teachers can foster learning of communication skills through mobile devices. There is a growing interest among students to use the latest gadgets for getting connected with their peers. It must be admitted that the usage of these devices would bring in a real revolution in the teaching and learning process. It has been widely accepted that mobile learning promotes students' active participation. Teachers also now understand that one of their responsibilities is to create more opportunities to make their students practice language skills. Although numerous researches has been done in the field of English Language Teaching in India, research on mobile assisted language learning is still in an infancy stage. In this chapter, the author discusses the possibility of offering training through mobile apps, based on research she conducted recently.

scholarly journals Blended Learning Mobility Approach and English Language Learning

2019 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Mazen Ismaeel Ghareb ◽  
Saman Ali Mohammed
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Language Teachers ◽  
English Language Teaching ◽  
Kurdistan Region ◽  
English Language Teachers ◽  
The University

Although the benefits of blended learning have been well documented in educational research, relatively few studies have examined blended mobilities in education in Kurdistan region government and in Iraq. This study discusses a blended mobility approach for a teacher training program designed for in-service English language teachers (ELT) and investigates its effectiveness by comparing the latest participation of the University of Human Development for computer science and proposing the same program for training English for lecturers and students. The research involved proposes new mobility program for teaching and learning English language and using their language skills in an ongoing business project using several software for communication and management of their projects. Results will show the framework for new blended learning and blended mobilities of many different English language teaching (ELT) aspects.

Becoming a process drama practitioner: An exploratory study of higher education language teachers in Japan

2021 ◽  
pp. 136216882110609
Author(s):  
Kim Murray ◽  
José Reis-Jorge ◽  
Julie-Anne Regan
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Process Drama ◽  
Educational Approach ◽  
Japanese Higher Education

Research in language learning indicates that process drama (PD), an educational approach where students and teachers work in and out of role to explore themes and issues, can be well suited to the Japanese higher education (HE) context. Despite the benefits highlighted in the literature, PD remains a niche approach to language teaching and learning, with a limited number of practitioners in Japan. This study seeks to uncover language teachers’ experiences of becoming Process Drama Practitioners (PDPs) and using and sharing PD as an English language teaching approach in Japanese HE. Data were collected via in-depth interviews with six experienced PDPs. The findings indicate that prior positive experiences with drama was an encouraging factor of the adoption and self-directed initial use of PD in their teaching practices. Positive student outcomes and feedback were primary motivators for continued use of PD. Experiences of sharing PD led to a perceived need to distinguish PD from theatre-based approaches and establish connections to familiar approaches to language teaching.

scholarly journals Impact of English Language Teaching and Learning through Language Laboratory in Engineering in Nepal

2014 ◽  
Vol 10 (1) ◽  
pp. 94-103
Author(s):  
Rup Narayan Shrestha ◽  
Bharat Pahari ◽  
Jai Raj Awasti
Keyword(s):  
Language Learning ◽  
Present Article ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
English Language Teaching ◽  
Research Articles ◽  
Future Research ◽  
Language Laboratory ◽  
Job Opportunities

The present article discusses the importance of language, in general, and English, in particular, in the context of engineering education in Nepal. It mainly discusses the importance and application of language laboratory for the enhancement of skills and proficiency of English language in the learners of Bachelor's level in engineering in Nepal. The main objective of the present article is to highlight the importance of teaching and learning of English language in the B.E. level in engineering by using language laboratory. In course of the present study, literature available in different accessible sources was reviewed for collecting necessary data and designing theoretical framework for the same. From the study, it has been found that language laboratory is tremendously helpful in creating favourable atmoshphere for language learning and helping the learners to acquire necessary language skills useful to them in sharpening their study at present and streamlining their research and innovative activities in their further studies in the future. English language is now the language of worldwide communication, and therefore, it is very essential for the students of engineering to be proficient in communication through English not only for grabbing job opportunities open at present but also to furthering their future research and innovative endeavors and publishing their reports and research articles based on them. Language Laboratory is highly instrumental for attaining ample proficiency in English language, the means of global communication.DOI: http://dx.doi.org/10.3126/jie.v10i1.10882Journal of the Institute of Engineering, Vol. 10, No. 1, 2014, pp. 94–103

scholarly journals A Literary Approach to teaching English Language in a Multi – Cultural Class - Room

2016 ◽  
Vol 6 (4) ◽  
Author(s):  
Sanju Choudhary
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Teaching English ◽  
Teaching Learning

<p>Literature is not generally considered as a coherent branch of the curriculum in relation to language – development in either mother tongue or foreign language – teaching. As teachers of English in Multi cultural Indian class rooms we come across students with varying degree of competence in English language learning. Though, language learning is a natural process for natives but the Students of other languages put in colossal efforts to learn it. Despite   their sincere efforts they face challenges regarding Pronunciation, Spelling and Vocabulary. The Indian class rooms are a microcosm of the larger society, so teaching English language in a manner which equips the students to face the cut-throat competition has become a necessity and a challenge for English language Teachers. English today has become the key determinant for getting success in their career. The hackneyed and stereotypical methods of teaching are not acceptable now. Teachers have no longer remained arbitrary dispensers of knowledge but they are playing the role of a guide and facilitator for the students. Teachers of English are using innovative ideas to make English language teaching and learning interesting and simple. Teachers have started using the literary texts and their analysis to explore and ignite the imagination and creative skills of the students. One needs to think and rethink the contribution of literature to intelligent thinking as well as its role in the process of teaching – learning. My paper would, therefore, be an attempt at exploring the nature of the literary experience in the present day class rooms; and the broader role of literature in life.</p>

scholarly journals Guided Mobile Learning for English Language Teaching: The Teachers’ Perspective

2021 ◽  
pp. 27-38
Author(s):  
A. N. A. Kamal ◽  
M. A. K. Azlan ◽  
S. F. Ng ◽  
A. Manion
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Mobile Apps ◽  
Language Teachers ◽  
English Language Teaching ◽  
Learning Tools ◽  
English Language Teachers ◽  
Web Learning

Aims: This study evaluates teachers' perspectives on the integration of guided mobile learning through the Mobile Intervention Module (MIM) in English language teaching. As previous studies suggested that there are conflicting views among scholars with regards to mobile usage in classroom learning, this paper attempts to address scholars' concerns by suggesting English language teachers' opinions on the possibility of having practical guided mobile learning activities to complement the course contents. Study Design: This study adopts a qualitative approach. Place and Duration of Study: Universiti Malaysia Kelantan, Malaysia, between February 2019 to July 2019. Methodology: Interview sessions are conducted among four language instructors to see how they perceive the effectiveness of guided mobile learning intervention towards teaching and learning. Content Analysis is later adopted to analyse the interview data where specific themes are derived. The concept of MIM that incorporates appropriate web learning tools is developed and explained. MIM functions as a comprehensive guide that matches the course contents to the most appropriate web learning tools. Results: The results show that all instructors perceive guided mobile learning through the MIM positively. This study implicates that guided mobile learning could be useful in facilitating the teaching approach shift from conventional to technology-assisted, enabling the integration of interactive activities in learning, developing specific language skills and enhancing engagement. It should also be noted that there may be some adaptation barriers of mobile learning that can hinder learning process. Conclusion: While it is recommended that mobile learning is integrated with lessons, to achieve effective results, however, as suggested in the findings of this study, it has to be guided, thus a proper module that links the syllabus to the mobile apps needs to be created.

scholarly journals An Evaluation of Popular Vocabulary Learning Mobile Applications in China and Their Implications for Language Learning?

2022 ◽  
Vol 9 (1) ◽  
pp. p47
Author(s):  
Yue Yang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Teaching And Learning ◽  
English Language ◽  
Mobile Apps ◽  
Vocabulary Learning ◽  
English Language Teaching ◽  
English Learning

Mobile-Assisted Language Learning (abbreviated to MALL) has proved to be both useful and efficacious for language learning. Mobile applications (apps) can help learners meet their needs for updating information and skills and learning without the constraints of time and place. In our current informational era, mobile learning has been more and more adopted in English teaching. Some mobile apps can also provide potential possibilities for foreign language learners to practice language skills on their smart mobile phones and tablet PCs. A lot of applications have been created and used for English as a Foreign Language (EFL) learning.Mastering vocabulary is an integral aspect of English learning, and an essential way to learn English vocabulary is via mobile learning apps. This study evaluates the four vocabulary learning apps which have become popularized in China: baicizhan, Youdao, Hujiang Happy Dictionary, and Momo word. Through a process of analysis and comparison, the affordances and limitations of these different English vocabulary apps in English learning will be examined. Then I would like to examine how mobile apps can be incorporated into English language teaching and learning and what kinds of tasks can be employed to improve EFL learning for learners.

scholarly journals Motivating the Tertiary Level Students to Utilize Technology for Enhancing Communication Skills

2019 ◽  
Vol 8 (12) ◽  
pp. 1324-1326
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
English Language ◽  
Language Skills ◽  
Assessment Method ◽  
English Language Teaching ◽  
Smart Phones ◽  
Good Effect ◽  
Tertiary Level ◽  
Human Beings

Motivation gives energy to human beings. Motivating the students to enhance their communication skills is equally important to teaching the skills. English language teaching for tertiary level students needs special skills as many students do not pay much attention to language subjects. ELT teachers should be more conscious of the mentality of students to teach the communication skills. College students are very much attached with electronic gadgets especially smart phones. Teachers can customize this attitude of students to improve their communication skills by making them to understand the ownership of learning. Students should be made to realize the necessity of proficiency in English language. The youngsters are aware of the importance of mastery in English language in the globalized era. So, teachers have to sensitize and explain using mobile phone to attain the goal. Encouraging the students to utilize modern electronic gadgets like smart phones to develop the English language skills has a very good effect. The teacher should also go beyond the syllabus considering the application and practicality of language learning. Assessment method for non-native speakers should synchronize with their language learning. Written examination alone is not sufficient to evaluate the language competence of the students. All the four skillsLSRW- should be examined at graduate level students. If the students get motivated to use the technology for developing their communication skills, the teachers can easily impart language skills.

scholarly journals MOBILE-ASSISTED LANGUAGE LEARNING IN A UNIVERSITY CONTEXT IN VIETNAM: STUDENTS’ ATTITUDES

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Pham Thu Tra
Keyword(s):  
Language Learning ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Mixed Method Research ◽  
New Approach ◽  
Mobile Assisted Language Learning ◽  
Positive Attitudes ◽  
Students Attitudes

The study concerns the attitudes towards Mobile-assisted language learning (MALL) of the participants in a university. Using the mixed-method research design with survey questionnaire as the main data collection tool, the research gained some significant findings and successfully met the aims of the study. The findings from both qualitative and quantitative data reveal that the participants basically held positive attitudes towards the use of MALL inside classroom and towards MALL in general. It is suggested that MALL be adopted as a new approach in English language teaching and learning. Moreover, some measures should be taken to develop the digital literacy of both instructors and learners.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

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