Practitioners respond to Suzanne Graham's ‘Research into practice: Listening strategies in an instructed classroom setting’. (2017)

With a certain tone of concern, Suzanne Graham's article presents readers with a series of perceived problems related to current methods of teaching listening skills in the second language classroom. The general explanation behind these observations is the author's perception that language teachers’ practices do not ‘reflect current thinking from the research strategy literature’ (p. 108). Graham argues that research findings on the benefits of explicit strategy instruction are not being utilized in the classroom and that the research-based pedagogical approaches that are being used are often over-applied.

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Developing students' listening metacognitive strategies using online videotext self-dictation-generation learning activity

The EuroCALL Review ◽

10.4995/eurocall.2014.3636 ◽

2014 ◽

Vol 22 (1) ◽

pp. 3 ◽

Cited By ~ 2

Author(s):

Ching Chang ◽

Chih-Kai Chang

Keyword(s):

Strategy Instruction ◽

Cost Effective ◽

Training Model ◽

Learning Activity ◽

Online Video ◽

Listening Skills ◽

Instructional Process ◽

Learning Framework ◽

Learning Platform ◽

Listening Strategies

The study is based on the use of a flexible learning framework to help students improve information processes underlying strategy instruction in EFL listening. By exploiting the online videotext self-dictation-generation (video-SDG) learning activity implemented on the YouTube caption manager platform, the learning cycle was emphasized to promote metacognitive listening development. Two theories were used to guide the online video-SDG learning activity: a student question-generation method and a metacognitive listening training model in a second language (L2). The study investigated how college students in the online video-SDG activity enhanced the use of listening strategies by developing metacognitive listening skills. With emphasis on the metacognitive instructional process, students could promote their listening comprehension of advertisement videos (AVs). Forty-eight students were recruited to participate in the study. Through data collected from the online learning platform, questionnaires, a focus-group interview, and pre- and post- achievement tests, the results revealed that the online video-SDG learning activity could effectively engage students in reflecting upon their perceptions of specific problems countered, listening strategy usages, and strategic knowledge exploited in the metacognitive instructional process. The importance of employing cost-effective online video-SGD learning activities is worthy of consideration in developing students’ metacognitive listening knowledge for enhancing EFL listening strategy instruction.

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An Analysis of Teachers’ Questions in English Language Classroom: A Case Study in Year 10 of SMK N 1 Nunukan

Journal of English Language and Pedagogy ◽

10.36597/jelp.v1i1.2792 ◽

2018 ◽

Vol 1 (1) ◽

Author(s):

Eka Pratiwi ◽

Yuyun Yulia

Keyword(s):

English Language ◽

Video Recording ◽

Language Teachers ◽

Target Language ◽

Knowledge Level ◽

Teaching English ◽

Language Classroom ◽

Tenth Grade ◽

Research Findings ◽

English Language Teachers

In English language classroom, teachers’ questions are important parts of teaching English language. Teachers need to know what kind of questions which potentially support students learning target language. However, students did not actively participate in learning particularly when responding teachers’ questions. To overcome this problem, it is important for teachers to modify their question through some techniques in order to get students’ responses. This study reports the types of teachers’ questions used by English teachers in classroom, and the classification of modification questions used by teachers during teaching English language in class.This research belongs to classroom discourse analysis. The research was conducted at tenth grade of SMKN 1 Nunukan. The data were collected through observation, video recording, and interview. The teachers’ questions were analyzed using Miles and Huberman’s (1995) model of qualitative data analysis.The research findings show that both teachers pose more questions of knowledge level than other levels, and the teachers used various techniques to modify their questions when the students did not give response. The modification of modifying questions are repeating and rephrasing. Then sometimes teachers negotiated questions by in Bahasa Indonesia or first language (local language). The domination of knowledge level questions and how teachers modified the questions is influenced by teachers’ competence, students’ competence, situation of teaching English language, and teaching material.

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THE ONLINE LISTENING STRATEGY INSTRUCTION AND VOCABULARY KNOWLEDGE ON LISTENING SKILL OF GRADE 12 JAPANESE LANGUAGE LEARNERS IN BEKASI WEST JAVA

Bahtera Jurnal Pendidikan Bahasa dan Sastra ◽

10.21009/bahtera.202.02 ◽

2021 ◽

Vol 20 (2) ◽

pp. 135-150

Author(s):

Fitri Astar ◽

Yumna Rasyid ◽

Siti Ansoriyah

Keyword(s):

Language Learners ◽

Strategy Instruction ◽

Vocabulary Knowledge ◽

Integrative Model ◽

Japanese Language ◽

Listening Skills ◽

Listening Skill ◽

Quasi Experimental ◽

Listening Strategies ◽

Strategies Instruction

ABSTRACT This article presents the result of empirical research that investigates the effect of online listening strategies instruction and vocabulary knowledge on Japanese language learners' listening skill. Listening strategies instruction used are the integrative model and the Oxford model. Participants in the study were 44 Japanese language learners of grade 12 from SMAN 21 Bekasi. This research used a quantitative approach and a quasi-experimental method. The data was collected by pre-test and post-test related to the learners’ Japanese listening skills. The learners' vocabulary knowledge was also measured using a vocabulary knowledge test. The result showed that the online listening strategy instruction, integrative model could not be given to students of class XII of SMAN 21 Bekasi due to the absence of a significant effect of the method and vocabulary knowledge on listening skills of Japanese language learners of grade 12 from SMAN 21 Bekasi. The research shows the possibility of other factors such as learning independency and learner autonomy that can affect the effectiveness of online listening strategy instruction, integrative model on Japanese listening skills. Keywords: Listening Strategy Instruction; Listening Skill; Vocabulary Knowledge; Japanese language.

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LEARNING MATERIALS: THE “NUCLEUS” OF LANGUAGE TEACHING

Journal of English Education ◽

10.31327/jee.v3i1.417 ◽

2018 ◽

Vol 3 (1) ◽

pp. 1-8

Author(s):

Desy Damayanti ◽

Adin Fauzi ◽

Azizatul Mahfida Inayati

Keyword(s):

Language Teaching ◽

Language Teachers ◽

Learning Materials ◽

Authentic Materials ◽

Authentic Texts ◽

Radio Broadcasting ◽

Language Classroom ◽

Level Of Understanding

Among some components of effective language classroom, learning materials indisputably play a focal role. They improve the quality of language teaching; facilitate teachers in doing their duties, and lead students to a higher level of understanding in learning. This research aims to discuss the notion of materials in language teaching. It made use of works of literature to outline the importance of materials in language teaching, and to analyze kinds of materials, which are relevant to language teaching. The analysis resulted in the classification of materials into two broad categories namely (1) created materials, which include course book, audio materials, and video materials; and (2) authentic materials, which cover authentic texts, movie/film, radio broadcasting, television program, graphs, maps, tables, and charts. This paper serves as an invaluable resource to facilitate language teachers in selecting appropriate materials for effective language teaching.

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Inverse translation and the language student: A case study

Language Learning in Higher Education ◽

10.1515/cercles-2020-2013 ◽

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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GEORGETOWN UNIVERSITY ROUND TABLE ON LANGUAGES AND LINGUISTICS 1994: EDUCATIONAL LINGUISTICS, CROSSCULTURAL COMMUNICATION, AND GLOBAL INTERDEPENDENCE.James E. Alatis (Ed.). Washington, DC: Georgetown University Press, 1994. Pp. 402. $35.00 paper.

Studies in Second Language Acquisition ◽

10.1017/s0272263197211071 ◽

1997 ◽

Vol 19 (1) ◽

pp. 117-118

Author(s):

Joan Kelly Hall

Keyword(s):

Language Teaching ◽

Computer Mediated Communication ◽

Round Table ◽

Language Teachers ◽

Washington Dc ◽

Mediated Communication ◽

Educational Linguistics ◽

Language Classroom ◽

Georgetown University ◽

Crosscultural Communication

This collection of 28 papers was first presented at the 1994 GURT. The theme of the conference was educational linguistics, crosscultural communication, and global interdependence. The vastness of the theme is reflected in the diversity of the chapter topics. Twelve of 28 deal with curricular issues. Of these, those by Kachru, Nyikos, D. Freeman, van Lier, Loew, and Richards discuss issues and concerns broadly related to the preparation of language teachers. D. Freeman's chapter is worthy of note because it offers an interesting discussion on the various strands of scholarship, which he suggests comprise the knowledge base of language teaching. Six of the 12 chapters center on curricular issues for the language classroom. Matters relating to the teaching of culture are dealt with by Oxford and Bamgbose. Brown discusses “responsive language teaching.” Citkina reports on innovative foreign language methods recently introduced in the Ukraine. A good discussion on computer-mediated communication and its usefulness to the language classroom is offered by Stauffer. Pica provides an excellent overview of the research on task-related learning and an equally useful discussion of its pedagogical implications.

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THE USE OF DIGITAL TECHNOLOGIES IN TEACHING A FOREIGN LANGUAGE

Language and Intercultural Communication ◽

10.21672/2078-9858-2020.10.07-072-077 ◽

2020 ◽

Vol XIII (XIII) ◽

pp. 72-77

Author(s):

L.D. KRIVYKH ◽

◽

O.B. BAGRINTSEVA ◽

Keyword(s):

Foreign Language ◽

Information And Communication Technologies ◽

New Technologies ◽

Communication Technologies ◽

Language Teachers ◽

Foreign Languages ◽

Listening Skills ◽

Foreign Language Teachers ◽

New Information ◽

Information And Communication

The article deals with the application of new technologies in teaching foreign languages. Substantiates the importance of the development of other forms and methods of teaching English to students of information technology disciplines. As well as drawing attention to the use of new information and communication technologies of the Internet. The article includes examples of the use of podcasts in the development of listening skills. The article is written for foreign language teachers, all interested in the methodology of teaching foreign languages, based on new technologies.

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Investigating the Emergence of Digital Platforms for Listening Learning Proficiency

Al-Lisan ◽

10.30603/al.v7i2.2217 ◽

2021 ◽

Vol 6 (2) ◽

pp. 209-224

Author(s):

Tira Nur Fitria

Keyword(s):

Teaching And Learning ◽

English Language ◽

English Language Teaching ◽

British Broadcasting Corporation ◽

Listening Skills ◽

Voice Of America ◽

Digital Platforms ◽

British Council ◽

Listening Strategies ◽

Learning English

This study investigates the use of any platforms in English language teaching and learning, especially in listening skills. This research design is qualitative. From the result, it shows that some technologies available both online or offline include applications or platforms that provide many choices for listening to English, they are. 1) Music platform. These platforms can be found in PlayStore, such as Joox and Spotify recommends songs for listening skills. 2) Youtube channel. Many YouTube channels for learning English listening skills include 1) Voice of America (VOA), BBC Learning English, Learn English with TV Series, English with Lucy, and Oxford Online English. 3) Podcasts. Both BBC (British Broadcasting Corporation) and VoA (Voice of America). These Podcasts offer listening skills. The other podcasts are “The English We Speak, Podcast in English, Better at English, Luke’s English Podcast, Espresso English Podcast, Anchor FM” etc. 4) Websites that are pretty representative in practicing the listening skills such as Sound English, ESL-Lab, English listening, Ello, learn English British Council, Daily ESL, Story Nory, Story Line, which can be accessed. Learning English through several applications above can be an alternative for students in practicing and improving their English listening skills. Listening exercises can be carried out by using interesting listening strategies when learning English. It depends on the teachers/lecturers who teach listening subjects and the students who learn English materials.

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Using Kahoot! to Gamify Learning in the Language Classroom

RELC Journal ◽

10.1177/00336882211040270 ◽

2021 ◽

pp. 003368822110402

Author(s):

Lucas Kohnke ◽

Benjamin Luke Moorhouse

Keyword(s):

Language Learning ◽

Learning Experience ◽

Language Teachers ◽

Student Response ◽

Student Response System ◽

Clear Understanding ◽

Classroom Dynamics ◽

Language Classroom ◽

User Friendly ◽

Language Content

Technology is increasingly being used to foster engagement, enhance classroom dynamics, promote autonomy and improve the student learning experience in language learning environments. Many teachers have begun to employ digital apps and tools (e.g. Mentimeter and GoSoapBox) as a more interactive alternative to traditional activities. One product that has been particularly popular due to its user-friendly interface and focus on motivation, enjoyment and competition is Kahoot! ( https://kahoot.com ) – a game-based student response system in which the teacher takes on the role of a game show host with the students as contenders. Kahoot! can enhance the language classroom by making the introduction of new content (e.g. definitions, tenses or collocations) and the consolidation of knowledge more interactive and visible, helping learners reach mastery of the language content. Although Kahoot! has been a popular platform since its launch in 2013, its utility in the language classroom has yet to be fully explored. Furthermore, to be used effectively, teachers need a clear understanding of its subject-specific affordance and limitations. Therefore, this review explores how language teachers can use Kahoot! to improve student engagement – and potentially academic performance – by gamifying learning. Notably, only the free version of Kahoot! is examined.

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Second Language Acquisition Research and Language Pedagogy: A Critical View

International Journal of Linguistics ◽

10.5296/ijl.v7i4.7826 ◽

2015 ◽

Vol 7 (4) ◽

pp. 1 ◽

Cited By ~ 1

Author(s):

Mohammad Reza Talebinejad ◽

Aasa Moattarian

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Teaching Practice ◽

Structured Interview ◽

Language Teachers ◽

Language Pedagogy ◽

Language Research ◽

Class 1 ◽

Research Findings

Over the past several decades, a substantial body of research on second language acquisition has been provided. The current study was an attempt to investigate language teachers’ views on applying research findings in their every day practice of language teaching through a critical lens. Data for this qualitative study was collected by means of a semi structured interview with 10 language teachers teaching English at different language institutes in Iran. Analyses of data revealed that, although teachers find second language acquisition research a useful tool for their professional development; they do not usually consult bodies of research in their every day teaching practice. They report problems in applying second language research in their practice due to problems with practicality, particularity, and possibility. The findings suggest that language teachers need to be exposed to insight from SLA research and practice.

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