A Flipped English Class in a Korean Middle School: Changes in English Language Teaching, Classroom Interaction, and Learning Outcomes

2020 ◽  
pp. 77-103
Author(s):  
Byungmin Lee ◽  
Sung Hee Lim
Keyword(s):  
Middle School ◽  
Learning Outcomes ◽  
English Language ◽  
Language Teaching ◽  
Classroom Interaction ◽  
English Language Teaching ◽  
English Class ◽  
School Changes

scholarly journals Dialogism and classroom interaction in English language teaching: A review of Czech research

2014 ◽  
Vol 24 (6) ◽  
pp. 878-902 ◽  
Author(s):  
František Tůma
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Classroom Interaction ◽  
English Language Teaching ◽  
Teacher Talk

Cílem předkládané studie je podat přehled o českém výzkumu interakce ve výuce angličtiny. Interakci chápeme jako vzájemné ovlivňování mezi učitelem a žáky během výuky. Na interakci ve třídě nahlížíme pohledem dialogismu, který chápeme jako teoretický a epistemologický rámec předpokládající interakci jako jednotku analýzy. V přehledové studii analyzujeme 9 empirických studií uveřejněných v letech 2006–2014 jako články v časopise, knihy, kapitoly v knize nebo disertační práce. Tyto studie byly kriticky analyzovány z pohledu dialogismu. Významným zjištěním je například skutečnost, že řada studií se zabývala jazykem učitele (teacher talk), především otázkami učitele a používáním cílového a mateřského jazyka. Tyto a další oblasti výzkumu porovnáváme s odrazem zahraniční situace ve vybraných přehledech výzkumu a poukazujeme na mezery v tuzemském výzkumu. Co se týče metodologie výzkumu (a s ní souvisejících teoretických východisek), řada studií při analýze interakce ve třídě abstrahovala od kontextu. Činnost jednotlivců (učitele, žáků) tvořila v řadě studií analytickou jednotku spíše než samotná interakce. Tato zjištění naznačují, že v empirickém výzkumu nebyl dialogismus příliš uplatněn.

scholarly journals ENGLISH LANGUAGE TEACHING IN INDONESIA: A CONTINUOUS CHALLENGE IN EDUCATION AND CULTURAL DIVERSITY

2015 ◽  
Vol 19 (1) ◽  
pp. 57 ◽  
Author(s):  
M. Marcellino
Keyword(s):  
Foreign Language ◽  
Cultural Diversity ◽  
Learning Outcomes ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
The Political ◽  
Cultural Backgrounds ◽  
The Government ◽  
Language Environment

The linguistic situations and conditions in Indonesia are quite complex by their own natures as more than seven hundred vernaculars with their various dialects from a great number of ethnic groups have been used as media of communication in the country. Accordingly, the success of English teaching in Indonesia cannot be freed from the students' cultural backgrounds, values, customs, and beliefs as well as the political standpoint of the government regarding this foreign language. English language teaching has then undergone more than four changes in its curriculum since the country's independence and brought no significant impact upon the learning outcomes. This study reveals the substantial unconstructive influence of the students' cultures and the non-conducive language environment affecting their language acquisition. Other aspects related to the teachers' performance and class preparations equally contribute to the ineffective classroom interactions. This study offers some practical suggestions to cope with those problems.

scholarly journals STUDENTS’ PERCEPTIONS OF INSTAGRAM CAPTION AS MEDIA IN ENGLISH LANGUAGE TEACHING

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Ade Christanty Yudha Bestari
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Study Program ◽  
English Writing ◽  
Advantages And Disadvantages ◽  
English Class ◽  
Digital Era ◽  
Nahdlatul Ulama ◽  
The Media

Everybody has Instagram account in this digital era. The lecturer uses Instagram as the media in English Language Teaching. The lecturer asks the students to write their idea in English as Instagram caption. This study presents the students’ perceptions of using social media, Instagram. All the participants in this study are students of Mathematic Study Program who enroll in English class at Nahdlatul Ulama University Purwokerto. The data were analyzed by using both quantitative and qualitative method. The data taken from survey through questionnaire were analyzed quantitatively. Then, the researcher used qualitative analysis to present the data from interview. The finding showed that the students’ perceived the advantages and disadvantages of using Instagram caption. The advantages showed that the participants have a positive perception of Instagram caption as a media in English Language Teaching. First, it stimulated the students to develop positive attitude in creative writing. Second, it improved students’ grammatical competences. The last, it enhanced the students’ motivation in English writing. Three disadvantages of using instagram as a media in teaching English included internet connection problem, low engagement rate of students’ in Instagram, and language barrier. Some of the students still used Google Translate (GT) to ensure that their sentences were correct. Keywords: Students’ Perceptions, Instagram, English Language Teaching 

scholarly journals TASK BASED LANGUAGE TEACHING TO IMPROVE STUDENTS’ WILLINGNESS TO COMMUNICATE IN ENGLISH CLASS

2019 ◽  
Vol 2 (2) ◽  
pp. 59-75
Author(s):  
Nopita Trihastutie ◽  
Eka Fadilah
Keyword(s):  
English Language ◽  
Teaching Method ◽  
Language Teaching ◽  
Game Problem ◽  
Communicative Language Teaching ◽  
Willingness To Communicate ◽  
English Language Teaching ◽  
English Class ◽  
Depth Interview ◽  
Task Variety

The changing of English language teaching method from Audio-lingual Method to Communicative Language Teaching (CLT) has given great impact to the pedagogy of teaching English as a Foreign Language (EFL) and/ or English as a Second Language (ESL). Task Based Language Teaching (TBLT) method which emphasizes more on the meaning of a language and targeted tasks, then, dominates the English teaching world as a response to the un-satisfaction towards the previous methods (Long, 2015). This current study aims at seeing to what extent the task variety influences students’ willingness to communicate based on three contexts which include trait-like, situation, and linguistic. Three communicative tasks which emphasizes both on focused meaning and focused form were given. The communicative tasks include game, problem solving, and jigsaw. Observation was done during class interaction and continued with in depth interview. The result shows that emotion, class situation, and cognitive simultaneously influence the students’ willingness to communicate in English class. Those factors are inseparable, interact and influence interchangeably on the students’ willingness to communicate in English class as elucidated in complex dynamic theory.

scholarly journals EDMODO IMPACTS: MEDIATING DIGITAL CLASS AND ASSESSMENT IN ENGLISH LANGUAGE TEACHING

2020 ◽  
Vol 39 (2) ◽  
pp. 319-331
Author(s):  
Sumardi Sumardi ◽  
Muamaroh Muamaroh
Keyword(s):  
Learning Outcomes ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Validity And Reliability ◽  
Face To Face ◽  
The Face ◽  
Computer Based ◽  
Based Instruction

Information technology-based instruction (e.g. using Edmodo) gains its popularity as it is likely to strengthen the role of teachers, schools, and parents for the sake of optimizing student learning outcomes. Therefore, this study explores how Edmodo was utilized to mediate digital class in English language teaching (ELT); how Edmodo facilitated students' engagement during the class; and how Edmodo mediated teachers to assess students' learning outcomes. A qualitative approach was employed and 286 students from a secondary school voluntarily participated during the study. Interviews, online mini-polling, and document analysis were deployed as data collection methods, and data were validated by triangulation and analyzed by following the interactive model of data analysis. It revealed that Edmodo was an effective mode to mediate digital class in ELT as the students could interact with their teacher, peers, and course contents effectively, both inside and outside the classroom. The students' engagement was also better in comparison to that of the face-to-face classroom. Finally, Edmodo well-mediated teachers to carry out the computer-based test (CBT); it was an accurate mode of assessment as no cheatings were facilitated; the validity, and reliability of the test could be favorably accomplished.

scholarly journals Bringing Interactional Identities into the Study of Classroom Interaction in ELT Education

2020 ◽  
Vol 20 ◽  
pp. 135-153 ◽  
Author(s):  
Edgar Lucero-Babativa
Keyword(s):  
Language Learning ◽  
English Language ◽  
Review Paper ◽  
Language Teaching ◽  
Classroom Interaction ◽  
English Language Teaching ◽  
Relationship Of ◽  
Global And Local ◽  
The Relationship ◽  
Local Perspectives

This theoretical-review paper presents the construct of interactional identities as part of the study of classroom interaction in English language teaching education. The paper defines interactional identities from social studies and in the field of English language teaching. By listing studies on the matter, the relationship of this construct with classroom interaction is presented from global and local perspectives. Three reasons for studying interactional identities in the ELT field are discussed in the final part of the paper whose conclusions invite to incorporate this construct into de study of what teachers are and do for language learning and use in classroom interaction in English language teaching education.

scholarly journals Investigating Teacher’s Sense of Humor in Indonesia

2019 ◽  
Vol 3 (2) ◽  
pp. 99
Author(s):  
Dzakia Tunnisa ◽  
Murni Mahmud ◽  
Kisman Salija
Keyword(s):  
Learning Process ◽  
English Language ◽  
Language Teaching ◽  
Effective Interaction ◽  
Classroom Interaction ◽  
English Language Teaching ◽  
Teaching English ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Data Collections

This study investigates the use of humor in teaching English in an English course in Indonesia. It aimed to find out the kinds of humor employed by the teacher and to explore the students’ perspectives toward it. This study employed a qualitative research design and focused on one English course in Makassar, Indonesia. One teacher and one class consisting of seven students were taken as respondents. Data collections relied on observation and interview. Five meetings of classroom interaction were observed and recorded. Seven students from the class were also interviewed deeply. The recordings were transcribed and analyzed based on the framework of Wanzer & Frymier (1999). Findings show that there are some kinds of humor that were employed by the teacher in teaching, namely related humor, unrelated humor, self-disparaging humor, and unplanned humor. New kinds of humor were also found namely unresponded humor and remind humor. Those kinds of humor were proved to give benefits in English language teaching process. The teacher who employed humor in teaching English made the students easy to get the knowledge. Teacher’s humor reduced tension, made the students more comfortable in the teaching-learning process, created good interactions, led to more enthusiastic teaching-learning process, encouraged students’ attendance, and reduced the number of students who felt sleepy in the class. Findings from this study provide significant input for teachers to create effective interaction between teachers and students in English language teaching in Indonesia.

scholarly journals Alexa Skills como herramientas de apoyo en una clase de Inglés para el desarrollo de las habilidades de Speaking y Listening

2019 ◽  
pp. 15-20
Author(s):  
Luis Alberto Cordova-Osorio ◽  
Héctor Bernardo Ortega-Gines ◽  
Christian Galicia-Garcia ◽  
Juan Diego Escobedo-Garcia
Keyword(s):  
Second Language ◽  
English Language ◽  
Language Teaching ◽  
Intermediate Level ◽  
English Language Teaching ◽  
Listening Skills ◽  
The Third ◽  
English Class ◽  
Development Methodology ◽  
Natural Way

The project has as main objective to use Alexa skills in order to generate more personalize experiences (intents) within a classroom in the English Language teaching creating voice commands. The programmed skills are meant to develop two out of four main abilities a student must acquire when learning English as a second language, Speaking and Listening. The first step in the development methodology was to select the topics the students find more difficult to learn, after that with the help of English teachers different conversation models were generated. In the third step the skills were programmed based on the conversations previously generated. Finally the skills were tested in a classroom by intermediate level students. This project has proved to make English class more interactive, it has also allowed students to develop speaking and listening skills in a more natural way.

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