scholarly journals A social constructivism framing of mobile pedagogy in english language teaching in the digital era

2020 ◽  
Vol 20 (2) ◽  
pp. 830
Author(s):  
Zhang Jie ◽  
Marlia Puteh ◽  
Abu Hasan Sazalli
Keyword(s):  
Social Constructivism ◽  
English Language ◽  
Language Teaching ◽  
Zone Of Proximal Development ◽  
Theoretical Background ◽  
English Language Teaching ◽  
Proximal Development ◽  
Digital Era ◽  
Mobile Pedagogy ◽  
Age Studies

<p>Social Constructivism is elaborated as a theoretical background to support modern pedagogy with mobile technology in the digital age. Studies of theories and framework in terms of mobile pedagogy are combed up to find its connection between language teaching and Social Constructivism. Four theoretical framework of mobile pedagogy are listed in this paper to establish the link with Social Constructivism. The analysis of the Zone of Proximal Development from Social Constructivism theory indicates that mobile pedagogy, integrated with technology, pedagogy and subject content, is student-driven model which needs teacher’s guidance in the level that students cannot scaffold knowledge on their own. Teachers have to update pedagogical concept with enhanced technological knowledge for the demand of education in the digital era.</p>

scholarly journals MULTIMODALITY, MASS MIGRATION AND ENGLISH LANGUAGE TEACHING

2016 ◽  
Vol 16 (4) ◽  
pp. 595-622
Author(s):  
Vanderlei J. Zacchi
Keyword(s):  
English Language ◽  
Meaning Making ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
English Teaching ◽  
Digital Era ◽  
Mass Migration ◽  
Important Means ◽  
English Language Teachers

Abstract: This paper aims to discuss the use of multimodality in English language teaching. The corpus consists of a set of activities based on a series of pictures related to the seizure of two trucks carrying US-bound migrants in 2011. Two different groups, comprised of pre-service and in-service English language teachers, took part in the research. The first part of the activity involved loose interpretations of the pictures and a discussion about migration nowadays. Afterwards, other activities were carried out based on Luke and Freebody's four-resources model (1990). Some preliminary analyses lead us to conclude that the reading of images is very much culturally sensitive and that multimodal ways of meaning making are becoming more powerful in the globalized, digital era, turning them into an important means for English teaching nowadays.

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 Winds of Change and Clouds of Ideas: What is the Future of ELT?

2019 ◽  
Author(s):  
Meenalochana Inguva ◽  
Jane Jayashree
Keyword(s):  
21St Century ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Sultan Qaboos University ◽  
Digital Era ◽  
The Future

Teaching is challenging at a time when changes are rapidly taking place in education along with the interface of technology.Positions of language teaching institutions and teachers are changing and so are perceptions of what constitutes learning. There is a need to take these changes into consideration while designing teaching for the future. This paper is premised on two contexts – FP courses at the Centre for Preparatory Studies, Sultan Qaboos University and FP courses at the Sohar University, Oman. This paper examines teaching and learning in the digital era. Then,a discussion of the 21st century students, society and the global demands, which arealso influenced by technology will be investigated. Finally, the expected challenges of teachers’ preparedness in using technology, along with adoptingpotential approaches for teaching will be discussed. Keywords: changing perceptions, 21st century needs, General Foundation Programs, future of English language teaching

The Use of iPad and Applications for English Language Education

2017 ◽  
Vol 7 (9) ◽  
pp. 709
Author(s):  
Diego P. Ortega Auquilla ◽  
Gerardo E. Heras Urgilès
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
Language Education ◽  
English Language Teaching ◽  
Digital Era ◽  
Technological Advances ◽  
Language Teaching And Learning

This article examines the importance of the iPad use and presents numerous useful applications employed in the field of education, especially in the field of English language teaching and learning. This topic is of great importance as educators and students alike, these days, live in the digital era, which entails new technological advances that may positively benefit the instruction of varied school subjects. Additionally, the use of new technologies (e.g., iPad and educational applications) in the classroom setting may motivate and foster the acquisition of necessary twenty-first century abilities among students. With the aim of achieving the aforementioned objectives, first and foremost the role of digital technologies and m-learning in education is analyzed, since these two aspects have a direct relationship with the main topic of this work. In addition, a conceptualization and main characteristics of the iPad are provided. Then the use of this device in different educational settings at the international level is highlighted. Finally, the use of this device as a didactic tool in the language learning classroom is discussed and a selection of meaningful applications for English language teaching and learning is provided. As educators, in the digital era, is our responsibility to remain constantly updated to provide our students with an education aligned with the new technological advancements and, above all, to enrich their learning inside and outside the classroom. Consequently, this will promote a more autonomous and lifelong learning among our language students.

scholarly journals Thematic classification of English abbreviations for approaches to language teaching and its organizational forms

2020 ◽  
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
System Development ◽  
Language Teaching ◽  
Structural Type ◽  
Theoretical Background ◽  
English Language Teaching ◽  
Quantitative Composition ◽  
Parts Of Speech ◽  
Language Teaching And Learning

The article proposes a system of thematic subgroups (TSG) of English abbreviations within the thematic group (TG) "Labels of approaches to language teaching and learning and forms of their organization". Based on similar research into the Ukrainian terms thematic classification, the authors justified the relevance of their study by the lack of sufficient research on English abbreviations and the need to develop their thematic typology. The purpose of the investigation is to develop the said TSG system, and the tasks involve the selection of terminological corpus, its analysis, outlining conclusions and prospects. theoretical background. The English terminology system is characterized by certain conceptual parameters, which allow integrating its components into certain TGs, viewed as the terms clusters, having some common denotative features. The division of terms into TGs is considered important for the terminological system development. The research corpus includes 110 abbreviations selected from the original relevant-domain English-language sources. Findings. English abbreviations TSGs within the said TG have varying degrees of complexity. The most sophisticated ones are the TSGs related to "Models and methods in language teaching and learning" (23%), "Research in language teaching and learning" (22%) and some others. The proposed TSGs also vary in their quantitative composition, structural type, parts of speech their full forms belong to, as well as the term formation models. The acronyms include both their sound and alphabetic variants, as well as the synonymic and homonymic (homographic) instances, such as ELT meaning English Language Training and ELT standing for English Language Teaching. Conclusions and prospects for further research. Each TPG is characterized by their thematic integrity, logic and clarity, due to the common conceptual features of its components. However, other characteristics of abbreviations require additional study, which constitutes the prospect for further research.

scholarly journals Practical Ideas on Developing Learner Autonomy for Young Learners

2021 ◽  
pp. 266-280
Author(s):  
Senem Üstün Kaya ◽  
İnci Keçik,
Keyword(s):  
Short Story ◽  
English Language ◽  
Language Teaching ◽  
Lesson Plan ◽  
Learner Autonomy ◽  
Theoretical Background ◽  
Language Teachers ◽  
English Language Teaching ◽  
Language Awareness ◽  
Young Learners

The aim of this study is to present a lesson and sample materials to provide language teachers with opportunities to enhance and maintain learner autonomy for young learners in English language teaching classes. To this end, a traditional short story for children was chosen, and activities were created to help young learners develop a deeper sense of language awareness as well as encourage them to control their own learning. Initially, this practical paper introduces the theoretical background to the study. It then presents the methodology section where a model that promotes learner autonomy is briefly described and, subsequently, the procedure section where the activities involved in the lesson plan are defined along with their relevance to learner autonomy. In the end, following the class observations, several implications and practical suggestions are provided.

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

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