Exploring the spread of English language learning in South Korea and reflections of the diversifying sociolinguistic context for future English language teaching practices

2019 ◽  
Vol 21 (3) ◽  
pp. 305-319
Author(s):  
Jaewon Jane Ra
Keyword(s):  
South Korea ◽  
Language Learning ◽  
Teaching Practices ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Language Learning

scholarly journals Evidence-Based Practices of English Language Teaching: A Meta-Analysis of Meta-Analyses

2020 ◽  
Vol 13 (11) ◽  
pp. 75
Author(s):  
Hamad H. Alsowat
Keyword(s):  
Language Learning ◽  
Educational Level ◽  
Teaching Practices ◽  
English Language ◽  
Language Teaching ◽  
Meta Analysis ◽  
English Language Teaching ◽  
Language Outcomes ◽  
Meta Analyses ◽  
The Impact

This meta-analysis aims at investigating the impact of English language teaching practices on language outcomes. The literature search yielded 90 meta-analyses that were published between January, 1995 and December, 2019. The current study analyzed 90 meta-analysis and these studies comprised 3496 studies, 7870 effect sizes and nearly 700,000 students. Three moderator variables were examined: year of publication, setting and educational level. The results showed that a) language learning strategies had medium impact on language outcomes in general and generated the largest impact on speaking (d=0.90), b) technology-based language learning had medium impact on language outcomes in general and generated the largest impact on vocabulary (d=0.98), c) explicit instruction had medium impact on language outcomes in general and generated the largest impact on grammar (d=1.26), d) mobile-based language learning had small impact on language outcomes in general and generated the largest impact on listening (d=0.73), and e) setting and educational level significantly moderated the impact of teaching practices on language outcomes. The findings were discussed and implication and future research were proposed.

scholarly journals Indonesia Master of Education Student’s Perceptions of Their Experience in Learning Tesol in the Tertiary Context in Australia

2019 ◽  
Vol 7 (1) ◽  
pp. 40-54
Author(s):  
Neni Djafar
Keyword(s):  
Language Learning ◽  
English Language ◽  
Research Study ◽  
Language Teaching ◽  
Structured Interview ◽  
English Language Teaching ◽  
English Language Learning ◽  
Asian Countries ◽  
Student's Perceptions ◽  
Master Of Education

The aim of research study is to investigate the manner how experience in learning TESOL in tertiary context in Australia impacts on Indonesian M.Ed Students’ perception in the English language learning and in the English language teaching in their context. Although there have been many studies conducted with regard to the perceptions of international students with non-English backgrounds from Asian countries, there is no specific study yet conducted pertaining to how experience in learning TESOL in tertiary context in Australia impacts on Indonesian M.Ed Students’ perception in the English language learning and in the English language teaching in their context. The method used to collect data from the participants of the study consisting of eight of them is an individual semi-structured interview with openended questions and descriptive thematic analysis to analyze the data to generate the result of the study.

scholarly journals Visual Learning: A Learner Centered Approach to Enhance English Language Teaching

2017 ◽  
Vol 10 (3) ◽  
pp. 54 ◽  
Author(s):  
Andrew Philominraj ◽  
David Jeyabalan ◽  
Cristian Vidal-Silva
Keyword(s):  
Empirical Study ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Visual Learning ◽  
English Language Teaching ◽  
Primary Data ◽  
English Language Learning ◽  
Learner Centered ◽  
Selection Of

This article presents an empirical study carried out among the students of higher secondary schools to find out how English language learning occurs naturally in an environment where learners are encouraged by an appropriate method such as visual learning. The primary data was collected from 504 students with different pretested questionnaires. A selection of a series of variables is taken into consideration in the survey, which is measured and information of each one is collected to describe what is researched. The results indicate that visual learning is an essential part of the overall experience that the learners gain towards their process of language learning. Also, it constitutes a vital process of ‘Input and Interaction’ for the learner ensuring that his needs, necessities and aspirations are taken into account and by making him involved, produce genuine learning.

scholarly journals Significance of Viva Exams for English Language Learning (ELL) in Pakistan

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Mahwish Farooq
Keyword(s):  
Public Sector ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Language Teaching ◽  
Data Interpretation ◽  
English Language Teaching ◽  
English Language Learning ◽  
Group 3 ◽  
Group 2

This study deals with the reformation for English Language Learning (ELL) by considering the need and importance of viva exam. Therefore, it has been conducted in ELL classes of Public Sector University in Pakistan. English language teaching is a crucial issue therefore different methods have been used to teach and evaluate the performance of learners. But the most important element, viva is being ignored in our Public Sector Universities. Strategically, language teaching is a quite different subject but is being taught similar to other subjects which adds more difficulty. Actually, English must be considered a practical subject where learners have to participate in different experimental tasks. It is an observational study where a checklist has prepared by the researcher for collecting objective information. So, it is designed with sixty learners, divided in 3 groups of 20 participants in each. Two groups have been taught by the same teacher, having same curriculum and methodology. Group 1 is informed about the viva in qualifying exams therefore actively participated in spoken activities. But Group 2 is kept uninformed till the end of the course so tries to avoid participation. Group 3 has been asked to give opinion about the research by answering questionnaire. Then, the data interpretation and results concluded that emergence of viva exams and exam fear fact are the important elements to achieve English language proficiency.

scholarly journals CLIL and Comprehensive Sexual Education: A Case of Innovation From Argentina

2020 ◽  
Vol 22 (2) ◽  
pp. 199-209
Author(s):  
Darío Luis Banegas ◽  
Cristina Lauze
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
English Language ◽  
Social Issues ◽  
Language Teaching ◽  
English Language Teaching ◽  
Sexual Education ◽  
English Language Learning ◽  
Authentic Materials ◽  
Future Directions

Social issues are believed to enrich English language teaching with meaningful topics. In this article we describe and reflect on an innovative practice which combined content and language integrated learning with comprehensive sexual education at a state secondary school in Argentina. By law, comprehensive sexual education must be included across the Argentinian curriculum and English language learning cannot be the exception. Therefore, we designed and implemented a collaborative-driven innovation that allowed learners to learn English and comprehensive sexual education with a focus on authentic materials, purposes, and tasks. The innovation was developed over a month and it involved learners delivering presentations on comprehensive sexual education topics. Reflections on the effect of the innovation and possible future directions are included.

scholarly journals Languages Without Borders: TESOL in a Transient World

2012 ◽  
Vol 29 (2) ◽  
pp. 143 ◽  
Author(s):  
Shondel Nero
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Fundamental Question ◽  
English Language Teaching ◽  
English Language Learning ◽  
Natural Evolution ◽  
Learning And Teaching ◽  
Goods And Services

In today’s transient world, where a continual multidirectional flow of people, goods, and services has deterritorialized languages and their users, languages, especially English, are now without borders. In this context, English language teaching (ELT) as a profession is called to a new task. In this article, I examine this task by asking the fundamental question: What does/should English-language teaching and learning look like in a world of languages without borders? I discuss the changing faces of English within and beyond the field of TESOL. I argue that the spread and natural evolution of English itself, combined with the transience in the population of English-language users, have forced a reexamination of the goals of English-language learning and teaching as well as a reconceptualization of the English language itself along with sacredly held paradigms in ELT.

English Students’ Attitudes towards English Language Teaching and Learning at IAIN Padangsidimpuan

2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Ida Royani ◽  
T. Silvana Sinar
Keyword(s):  
Language Learning ◽  
Role Models ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Learning ◽  
Learner Centered ◽  
Students Attitudes ◽  
English Students

This study investigated the English students’ attitudes of IAIN Padangsidimpuan towards both English language teaching in terms of (a) language-centered, (b) learner-centered, and (c) learning-centered method; and learning English in terms of scales (a) attitudes toward long-term English learning, (b) interest in culture and communication, (c) perception about studying in school context, (d) images associated with English, (e) English learning activities, (f) exposure to English outside school, (g) self-rated four English skills, (h) self-reported academic English grade, and (i) identification of English role models. The data were obtained by questionnaire and interview from 10 selected students in which 4 male and 6 female students in 7th semester and were analyzed by steps provided by Gay, L.R and Airasian (1996). The result showed:  first, English students’ attitudes towards English language teaching had been found highly onlearning-centered method, followed by learner-centered method in second range, and almost negative view in language-centered method.Second, English students’ attitudes towards English language learningwere positivein scales; long-term English learning, interest in communication, and images associated with English.  Third, role of students’ gender on English language learning were not found. Reasons for this statement are (i) status of English as international language and (ii) equalization of getting education for male and female. Keywords: attitude, language teaching, language learning, and gender

scholarly journals Washback of English national exams at ninth-grade level in Thailand and Indonesia

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Wachyu Sundayana ◽  
Panusak Meekaeo ◽  
Pupung Purnawarman ◽  
Didi Sukyadi
Keyword(s):  
Language Learning ◽  
Grade Level ◽  
Teaching And Learning ◽  
English Language ◽  
Ninth Grade ◽  
Ninth Graders ◽  
English Language Teaching ◽  
English Language Learning ◽  
Ninth Grade Students

Washback refers to influences of testing on teaching and learning. In Thailand and Indonesia, washback of the Ordinary National Educational Test (O-NET) and Ujian Nasional (UN) inevitably occurs on teaching and learning in classrooms at every level. This present study aims to explore and compare the washback effects of the O-NET and UN on English language learning as perceived by Thai and Indonesian ninth-grade students. It is a multi-case study (Thailand case and Indonesia case) by using triangulation design as the research design. The questionnaires concerning washback effects of national exams on English language learning were distributed to 200 ninth-graders in the two cases. In addition, six students from each case were interviewed. The results reveal that in both cases, the participants focus to learn on contents and skills that were likely to appear in the national exams. The participants learned English harder to perform well in the tests rather than to improve their English ability. Moreover, the students had high anxiety during the test preparations and feared for low O-NET and UN scores. The results of the study contribute to future washback study and improvement of English language teaching and learning at ninth-grade in Thailand and Indonesia.

Sign in / Sign up

Export Citation Format

Share Document