scholarly journals Empirical studies on foreign language learning and teaching in China (2008–2011): A review of selected research

2013 ◽  
Vol 47 (1) ◽  
pp. 56-79 ◽  
Author(s):  
Xuesong (Andy) Gao ◽  
Yanyi Liao ◽  
Yuxia Li
Keyword(s):  
Language Learning ◽  
English Language ◽  
Empirical Studies ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Language Performance ◽  
Learning And Teaching ◽  
Wide Range ◽  
Research Scholarship ◽  
Teachers Professional Development

In this review, we highlight 60 articles from 1,120 empirical studies in leading language learning and teaching journals published on the Chinese mainland during the years 2008–2011. In preparing the review, we have found Chinese researchers addressing a wide range of topics including language learners’ cognitive processes, their language performance, and language teachers’ professional development. The selected studies document a variety of approaches to improving the teaching of the English language and meeting the demand for proficient English graduates in China. In addition, we have observed that leading Chinese journals have become more receptive to empirical studies and have published an increasing number of qualitative and mixed method studies. However, we also note that research scholarship in those journals is still beset with problems and there is a pressing need for our Chinese colleagues to become ‘discerning’ producers of scholarship. For this reason, we conclude this review with recommendations to Chinese journals, to help them play an even more significant role in promoting high quality empirical research in the future.

Podcasting as a Next Generation Teaching Resource

2009 ◽  
pp. 350-365 ◽  
Author(s):  
Jenny Ang Lu
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Language Teachers ◽  
Learning And Teaching ◽  
Efl Context ◽  
Wide Range ◽  
Potential Applications ◽  
English Language Teachers ◽  
Almost All

This chapter aims to investigate how podcasts can be made to fit into the repertoire of resources utilized by teachers, especially in language education. It focuses on arming the language teacher with a fundamental knowledge of podcasting, centering on its potential applications in the classroom. Podcasts are ideal resources for language teachers, especially English language teachers, because almost all topics imaginable are now being treated in podcasts and the bulk of podcasts are recorded in English. Aside from making use of language-teaching podcasts, language teachers can also incorporate English language podcasts dealing with a wide range of issues to cater to the varying preferences of students. In addition to discussing these points, this chapter also provides suggestions for the practical incorporation of podcasts in language learning and teaching, both inside and outside the classroom. Two case studies demonstrating possible ways to use podcasts in an English as a Foreign Language (EFL) context are presented.

scholarly journals PRE-SERVICE ENGLISH LANGUAGE TEACHERS’ REFLECTIONS ON COOPERATIVE ASSESSMENT

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Mustafa Zülküf Altan
Keyword(s):  
Cooperative Learning ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Social Skill Development ◽  
Final Exam ◽  
Learning And Teaching ◽  
English Language Teachers ◽  
Academic Year

Cooperative Learning is an instructional model in which learners work together toward a common goal (Johnson & Johnson, 1986; Slavin, 1993). Research has clearly shown that cooperation results in higher levels of achievement (Johnson, et al., 1993). This article focuses on Cooperative Assessment, two students, one paper, as learning, and proposes viewing assessment as an integral part of the process of learning and teaching by trying to provoke thoughts about positive interdependence, individual accountability and social skill development, three key features of Cooperative Learning. The paper presents pre-service English Language Teachers’ reflections on Cooperative Assessment used as part of the final exam for “Individual Differences in Foreign Language Learning” course in Fall Semester of 2018-2019 academic year. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0870/a.php" alt="Hit counter" /></p>

The Role of Open Educational Resources in English Language Learning and Teaching

2013 ◽  
Vol 3 (2) ◽  
pp. 97-107 ◽  
Author(s):  
Dilek Altunay
Keyword(s):  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Open Educational Resources ◽  
Language Teachers ◽  
Educational Resources ◽  
Learning Theories ◽  
Learning And Teaching ◽  
Definition Of

This article discusses the role of Open Educational Resources (OER) in foreign language learning and teaching, focusing on the field of ELT. Firstly, the concept of OER is introduced in the article by providing the definition of OER, role of OER in education, and studies on OER. Then the role of the OER in language learning and teaching is explained in accordance with language learning theories, and examples of OERs for the field of ELT are provided for learners and teachers of English. Possible concerns regarding the creation and use of OER by language teachers and learners are also examined in the article. The article ends with future directions and a summary of the benefits of using OER in language learning and teaching.

scholarly journals Improving Language Learning Strategies and Performance of Pre-Service Language Teachers Through a CALLA-TBLT Model

2017 ◽  
Vol 19 (2) ◽  
pp. 101-120 ◽  
Author(s):  
Maria Eugenia Guapacha Chamorro ◽  
Luis Humberto Benavidez Paz
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Tertiary Education ◽  
Strategy Instruction ◽  
Language Teachers ◽  
Language Learning Strategies ◽  
Language Performance ◽  
Language Tests ◽  
And Performance

This paper reports an action-research study on language learning strategies in tertiary education at a Colombian university. The study aimed at improving the English language performance and language learning strategies use of 33 first-year pre-service language teachers by combining elements from two models: the cognitive academic language learning approach and task-based language teaching. Data were gathered through surveys, a focus group, students’ and teachers’ journals, language tests, and documentary analysis. Results evidenced that the students improved in speaking, writing, grammar, vocabulary and in their language learning strategies repertoire. As a conclusion, explicit strategy instruction in the proposed model resulted in a proper combination to improve learners’ language learning strategies and performance. 

scholarly journals Book Review: Positive Psychology Perspectives on Foreign Language Learning and Teaching. Edited Collection by Danuta Gabryś-Barker and Dagmara Galajda.

2019 ◽  
Vol 1 (1) ◽  
pp. 142-147
Author(s):  
Sonja Babic
Keyword(s):  
Second Language Acquisition ◽  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Empirical Studies ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Human Functioning ◽  
Positive Character

Traditionally, within psychology, the focus has been on the negative aspects of human functioning and how to improve and treat problems. Positive Psychology (PP) emerged to balance the field by ensuring a consideration of both positive and negative dimensions; to examine what goes well in life as well as instances of disorder and dysfunction. As a result, PP concentrates on “positive emotion, positive character traits, and institutions that enable individuals to flourish” (MacIntyre, 2016, p. 3). PP has recently started gaining researchers’ attention in language learning and teaching (MacIntyre, Gregersen, & Mercer, 2016), although it is still in its infancy within Second Language Acquisition (SLA). This volume is one of the first few edited collections to address this nascent field. It comprises theoretical, practical and empirical studies of foreign language learning and teaching through the lens of PP. It encompasses four main sections, namely, introducing PP in SLA; focus on learners: positive interventions; focus on teachers: personal and professional wellbeing; and, focus on assessment: achievement and success.

scholarly journals The Importance Of Self-Efficacy And Foreign Language Learning In The 21st Century

2011 ◽  
Vol 7 (4) ◽  
pp. 117-126 ◽  
Author(s):  
Taghi Jabbarifar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Self Efficacy ◽  
English Language ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
First Century ◽  
The Social

Two decades have now passed since Bandura (1986) introduced the concept of self-efficacy within the social cognitive theory of human behavior. He defined it as "people's judgments of their capabilities to organize and execute courses of action required to attain designated types of performances (1986). Much empirical evidence now supports the idea that self-efficacy touches almost every aspect of people's lives including foreign language learning; However, it has apparently received the least attention compared to other cognitive and affective issues. The present article attempts to shed some light on importance of the concept of self-efficacy, the role it can play in foreign language learning and the pedagogical implications it may have for foreign language teachers and the students of English language in the end of the first decade of the twenty first century.

scholarly journals IMPROVING STUDENT’S SPEAKING ACHIEVEMENT THROUGH GUIDED GRAMMAR IN POLITEKNIK KELAPA SAWIT BEKASI

2019 ◽  
Vol 3 (2) ◽  
pp. 109
Author(s):  
Luluk SETYOWATI
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teachers ◽  
Technology Program ◽  
Communicative Skills ◽  
Learning And Teaching ◽  
The Social ◽  
Long Time ◽  
English Language Teachers ◽  
Active Communication

<p class="IsiAbstrakabstractcontent">Speaking is an important skill in language learning, it is the key of active communication. As teaching speaking is important aspect in language learning process, this is a crucial part of second language learning and teaching. Despite this fact, for many years, teaching speaking in Indonesian context has been undervalued and English language teachers have continued to teach speaking as a repetition of drills or memorization of dialogues. However, today's education world requires that the goal of teaching speaking should improve students' communicative skills. Only in this way, the students can express themselves depend on the social context. In this study, the researcher attempts to conduct a research about the use of guided grammar and its impact in speaking achievement for students of oil palm plantation processing technology program of Politeknik Kelapa Sawit Bekasi. The activities of learning grammar provide an excellent opportunity for the learners to develop this skill. The result shows that at the beginning of guided grammar, students' speaking ability is still very limited. But when the speaking assignments in guided grammar went on for quite a long time, students were getting used to speak in grammatically correct way. Students felt that their speaking skills had improved and had become better than before.</p>

scholarly journals The practice of online assessment in an EFL context amidst COVID-19 pandemic: views from teachers

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Nasim Ghanbari ◽  
Sima Nowroozi
Keyword(s):  
Language Learning ◽  
Online Teaching ◽  
English Language ◽  
Language Teachers ◽  
Online Assessment ◽  
Learning And Teaching ◽  
Long Run ◽  
Integration Of Technology ◽  
English Language Teachers

AbstractFor many years, technology has been applied to improve the quality of language learning and teaching. However, the outbreak of COVID-19 pandemic accelerated the integration of technology in different language learning contexts. The sudden shift to online teaching faced educators with an array of challenges they had not experienced before. In particular, the teachers encountered many barriers with the online assessment of the students. To shed more light on what passed, following a qualitative mode of inquiry, the present study set out to find out how a group of 20 Iranian English language teachers at Persian Gulf University faced with the online assessment challenges posed by COVID-19. For this aim, the researchers conducted in-depth semi-structured retrospective interviews with the teachers at different times throughout the course. In addition, the teachers were asked to provide a narrative account of how they responded to the crisis. The analysis of the findings showed that after the shift to online assessment, the teachers initially faced with serious pedagogical, technical, administrative, and affective barriers, but as the course proceeded, they could adjust their practice with the new situation. However, the teachers recounted problems that still remained and negatively affected their practice. Overall, the study discusses that to improve the online assessment in the post-COVID-19 era several technological, pedagogical, and administrative measures should be taken into account. These would further improve the integration of the technology in the pedagogical context in the long run.

scholarly journals A study of retrospective and concurrent foreign language learning experiences: A comparative interview study in Hungary

2019 ◽  
Vol 9 (1) ◽  
pp. 225-246
Author(s):  
Kata Csizér ◽  
Csaba Kálmán
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Learning Experience ◽  
Learning Experiences ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Foreign Language Learners ◽  
English Language Teachers

Despite the fact that the influence of learning experiences on foreign language learning motivation has been widely acknowledged and emphasised, there are hardly any studies concentrating on these learning experiences. Hence, the aim of this study is to map the language learning experiences of former and current language learners in order to provide a detailed account of the possible components of the foreign language learning experience. Data were collected with the help of a qualitative interview schedule involving 22 language learners in two subsamples. Ten participants are English language teachers as former foreign language learners, while 12 students, current learners of English, have also been recruited. The most important result of our study is that foreign language learning experience seems to be a complex construct including immediate and present aspects as well as self-related components and attributions. Language learning success, the teacher’s personality, contact experiences, as well as attitudes towards the L2 seem to stand out as important components for both groups of learners. Apart from discussing the differences and similarities between retrospective and concurrent experiences, we will provide pedagogical and research-related implications as well.

scholarly journals A Case Study on the Problems and Suggestions in Foreign Language Teaching and Learning at Higher Education

2017 ◽  
Vol 5 (6) ◽  
pp. 64 ◽  
Author(s):  
Menderes Unal ◽  
Elif Ilhan
Keyword(s):  
Graduate Students ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Structured Interview ◽  
Training System ◽  
Language Teachers

This study explores and identifies some reasons for the problems of foreign language learning (English) and teaching from the perspective of instructors and learners using the case study model. The data of the study was gathered by a semi-structured interview form, and the study group of the research was composed of English language instructors and graduate students at Ahi Evran University. Random sampling method was used to determine 15 instructors and 20 graduate students to face-to-face interview, and the data of the study was analysed by content analysis method, which the students and instructors agreed on students who have been problematic in language learning process. In addition to students, examination systems, instructional programs, language teachers’ qualifications and learning environments have been considered as barriers to language learning. On the other hand, students and instructors suggested starting learning/teaching English earlier, much more practice and exams on all four skills; elective courses; more practice and communication; revisions in teacher training system, considering individual differences; motivating and encouraging students; and designing well equipped language environment and teaching materials.

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