Improving Process Writing with the Use Authentic Assessment

2016 ◽  
Vol 5 (3) ◽  
pp. 200
Author(s):  
Muhammad Noor Bin Abdul Aziz ◽  
Nurahimah Mohd Yusoff
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Authentic Assessment ◽  
Study Data ◽  
English Language Teaching ◽  
Primary School Children ◽  
Process Writing ◽  
Interview Session ◽  
Language Classroom

<p>The paper discusses on how process writing is improved with the use of authentic assessment in an English Language classroom. Eleven primary school children from Year 4 in a rural school in Sabah are the participants of the study. Data were collected by observing them during the English Language lessons and at the end of the series of observations, an interview session was conducted. The results of the study revealed thatusing authentic assessment to assess young learners’ writing skills is beneficial and effective in helping them to write better in the English Language classroom. The presentation will therefore provide suggestions for the use of more authentic assessment in the classroom, particularly in English Language teaching and learning.</p>

scholarly journals The Implementation of Authentic Assessment in English Language Teaching

2019 ◽  
Vol 6 (3) ◽  
pp. 270
Author(s):  
Indriyana Saputri ◽  
Joko Nurkamto ◽  
Dewi Sri Wahyuni
Keyword(s):  
Research Method ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Lesson Plan ◽  
Authentic Assessment ◽  
Study Data ◽  
English Language Teaching

<p>This research aims to describe (1) teachers’ perceptions toward authentic assessment; (2) the implementation of authentic assessment; and (3) the effects of authentic assessment to the quality of English Language Teaching (ELT). The research method used in this study is qualitative research method, case study. The data were collected through in-depth interview with the teachers and the students, passive classroom observation, and document analysis toward syllabus, lesson plan, scoring rubric. The data were analyzed by using case study data analysis proposed by Yin (2002) consisting of examining, categorizing, tabulating, testing. The next step used in analysing the data was pattern matching. The findings of the research are: (1)teachers’ perception toward authentic assessment is assessment which can assess the students’ knowledge, skill, and attitude during the teaching and learning process; (2) the implementation of authentic assessment in English language teaching conducted in one of state senior high school in Surakarta includes types of authentic assessment, the steps of developing authentic assessment, documents used in implementing authentic assessment, teachers and students’ roles, teachers obstacles in implementing authentic assessment; (3) the implementation of authentic assessment affects to the quality of English language teaching. It can improve students’ motivation, interest, self-confidence, activeness, enthusiasm in learning English. The implementation of authentic assessment can also improve the students’ English ability and learning result.</p>

scholarly journals Internet for English Teaching

2021 ◽  
Author(s):  
Mariami Gogilashvili
Keyword(s):  
Teaching And Learning ◽  
Internet Use ◽  
English Language ◽  
Reading Skills ◽  
Language Teaching ◽  
Writing Skills ◽  
English Language Teaching ◽  
The Internet ◽  
Motivation To Learn ◽  
English Teaching

The advance of technology has made the emergence of the Internet become more and more important in language teaching and learning. For this reason, this paper addresses its discussion on the importance of the Internet use in English language teaching. this current study aims at describing how Lessons in English online can solve a number of didactic tasks: develop reading skills and abilities, using global networking materials; Improve students’ writing skills; Complete students' vocabulary; Develop students' motivation to learn English.

scholarly journals Discovering Writing Difficulties of Malay ESL Primary School Level Students

2021 ◽  
Vol 2 (1) ◽  
pp. 27-39
Author(s):  
Nurul Jannah Ahmad Ghulamuddin ◽  
Siti Khadijah Mohd Mohari ◽  
Kamisah Ariffin
Keyword(s):  
English Language Learners ◽  
Primary School ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Study Data ◽  
School Level ◽  
Writing Difficulties ◽  
Interview Session ◽  
Primary School Level

Writing is perceived to be one of the most difficult skills for English language learners to master. Although studies on challenges faced by ESL students in writing are replete, most of them have focused on students at secondary and tertiary levels of education. Studies on learners at lower level have been scarce. Thus, this paper aims to fill the gap by examining the major problems faced by ESL primary school level students in writing in English. Survey and interview sessions were conducted to fit the purpose of the study. Data were collected from a class of 26 students from Year/Standard 6 of the primary school level in Malaysia and an interview session with the English teacher of that particular class. The findings indicate that the major difficulties charted are rooted in the students’ poor mastery in vocabulary, inability to spell words correctly and L1 interference. Thus, in order to enhance the students’ skills in writing in English, the teacher implemented some remedial measures during the teaching and learning sessions. The findings have essential pedagogical implications on understanding students’ struggle to write in English at the lower level of education.

scholarly journals Towards a Research Agenda on Individual Differences in ELT in Nigeria

2020 ◽  
Vol 14 (2) ◽  
pp. 67-83
Author(s):  
Isaac Tamunobelema ◽  
Joseph Onyema Ahaotu
Keyword(s):  
Individual Differences ◽  
Learning Styles ◽  
Research Agenda ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Research Focus ◽  
Cultural Variations ◽  
Self Confidence ◽  
Language Classroom

Abstract There are a variety of individual differences that English language teaching (ELT) professionals cannot afford to ignore. This essay is based on a premise that teaching and learning English in Nigeria’s multilingual background of 526 languages (Ethnologue, 2018) present an extraordinary context of multiculturalism and individual differences in the language classroom. ELT professionals in such a context require significant expertise in the application of inclusive practices. The essay identified gaps in the praxis and policy dimensions of Nigerian ELT practice relating to individual differences and suggested a research focus on these two areas. It concluded that teachers should adopt clear, empirically tested methodologies to cater for the different students in the class, create good relationships in the classroom to develop learner self-confidence, integrate activities and tasks that clearly appeal to different learning styles and personalities, personalize learning as much as possible, create learner autonomy, and pay attention to cultural variations among L2 learners.

scholarly journals Teachers’ Code Mixing and Code Switching: Insights on Language Barriers in EFL Classroom

AL-TA LIM ◽  
2020 ◽  
Vol 27 (1) ◽  
pp. 80-91
Author(s):  
Rafqi Awlia Siddiq ◽  
Martin Kustati ◽  
Luli Sari Yustina
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Classroom Practices ◽  
English Teachers ◽  
Code Switching ◽  
English Language Teaching ◽  
Code Mixing ◽  
Language Classroom ◽  
Teachers And Students ◽  
Depth Interviews

This study aims to investigate code mixing and code switching used by English teachers in EFL classrooms. There are two major focuses in this study; the type of dominant code mixing and code switching used by the teachers. A qualitative study was used where the data were teachers’ language classroom gained by observing their classroom practices and utterances obtained through in-depth interviews. The result shows that there were three kinds of code mixing found in teachers’ and students’ utterances in EFL classroom. They were intra-sentential code mixing, intra-lexical code mixing, and pronunciation shifting. The study also found that there were four kinds of code switching found in teachers’ and students’ utterances. They were random mixing, English-Indonesian translation or vice versa, English precedes Indonesian or vice versa, and English sentences precede Indonesian sentences or vice versa. It indicated that code mixing and code switching cannot be separated in English language teaching and learning process. This study has proved that the English teachers used code mixing and code switching in teaching speaking in some types.

scholarly journals AUTHENTIC ASSESSMENT: A REAL LIFE APPROACH TO WRITING SKILL DEVELOPMENT

2020 ◽  
Vol 2 (1) ◽  
pp. 20-30
Author(s):  
Thuong Thi Kim Nguyen ◽  
Huyen Minh Phan
Keyword(s):  
Student Performance ◽  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Real Life ◽  
Authentic Assessment ◽  
Teaching Writing ◽  
Structured Interviews ◽  
Pedagogical Strategies ◽  
Authentic Assessments

 Since assessment is an indispensable part of education, curriculum makers, educators and teachers have engaged in an ongoing discussion of how to address student performance. A variety of assessments including both short-term and long-term ones can be applied during or at the end of the learning process. Among such types, authentic assessment is a prominent approach. This paper is going to advocate authentic assessments as it fosters students' growth and teachers' pedagogical strategies. In addition, it helps to reach the goals of educational practices through the authenticity of equity and innovation when students actively seek their own ways to appreciate what they have learnt. Particularly, in a writing skills class, learners can take this opportunity to improve step by step their own proficiency in the use of written words. The paper, hence, discusses how authentic assessment can be applied to develop college students' writing through classroom observation and a set of semi-structured interviews. The result of the study revealed that using authentic assessment is an effective strategy for enhancing students’ interest in writing process and writing task fulfillment. Students would find it easier to become skillful writers at their English levels. The study, therefore, recommends more uses of authentic assessment in teaching writing skills as well as in teaching and learning the English language in general.

The Benefits of Using ICT in the EFL Classroom: From Perceived Utility to Potential Challenges

2017 ◽  
Vol 7 (1) ◽  
pp. 111-118 ◽  
Author(s):  
Noureddine Azmi
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Careful Planning ◽  
Ict Use ◽  
Language Classroom ◽  
Efl Teachers ◽  
Tangible Evidence ◽  
Research Findings ◽  
Learning Research

Abstract Research has shown that the use of Info-Tech in the EFL classroom can improve and enhance students′ language acquisition and substantially motivate them to continue their learning and stimulate their creativity and passion. However, the challenges and barriers that many EFL teachers and professors encounter while attempting to incorporate ICT in their teaching have triggered debates and growing concerns about the real utility of ICT use in the language classroom. So, do these benefits provide tangible evidence for the improvement of English language teaching and learning or are they just knickknacks that are beautiful rather than useful? Does the use of ICT in the EFL classroom boost learning and provide an environment for a more productive and varied learning? Research findings show that the use of information technology in the language classroom boosts autonomous learning, maximises targeted outcomes, motivates learners and helps them improve their performance in the EFL classroom. However, using ICT without careful planning and well-defined objectives will more likely be a waste of time and effort.

Importance of Video Aids’ Usage in Teaching and Learning Process of English Language Classes

2015 ◽  
Vol 1 (3) ◽  
pp. 160 ◽  
Author(s):  
Eriselda Vrapi ◽  
Xhevdet Zekaj
Keyword(s):  
Elementary School ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Main Hypothesis ◽  
Communicative Skills ◽  
English Curriculum ◽  
9Th Grade ◽  
8Th Grade

This study aims to explore the use of video in English language teaching (ELT) elementary school (grades 8 to 9)... In addition, the thesis aims to find out how videos in English lessons helped to achieve the goals of English curriculum. The main hypothesis was that teaching with video would develop pupils’ communicative skills and, therefore, was appropriate for the communicative approach to ELT. The study addressed five research questions regarding the use of videos in English lessons in the case study school: why the teachers used videos in ELT, what kinds of videos were used in English lessons, how and how often videos were used, what was taught and learned through the use of videos and, finally, what the teachers’ and pupils’ attitudes to lessons with videos were. The research was performed as a case study at an Elbasan elementary school. The data for the research was obtained through the use of mixed methods: qualitative, in the form of interviews with four English teachers and observations of three of the interviewed teachers’ lessons with videos, and quantitative, in the form of a pupil questionnaire answered by 105 pupils from two 8th grade and two 9th grade classes.

The Use of Multimedia and its Impact on Bangladeshi EFL Learners at Tertiary Level

2020 ◽  
Vol 4 (2) ◽  
pp. 150
Author(s):  
Farzana Sharmin Pamela Islam
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
English Language ◽  
Capital City ◽  
Tertiary Level ◽  
Language Classroom ◽  
The Difference ◽  
The Government ◽  
The Impact

As 21st century is the era of modern technologies with different aspects, it offers us to make the best use of them. After tape recorder and overhead projector (OHP), multimedia has become an important part of language classroom facilities for its unique and effective application in delivering and learning lesson. Although in many parts of Bangladesh, a South Asian developing country, where English enjoys the status of a foreign language, the use of multimedia in teaching and learning is viewed as a matter of luxury. However, nowadays the usefulness and the necessity of it are well recognized by the academics as well as the government. The study aims to focus on the difference between a traditional classroom void of multimedia and multimedia equipped classrooms at university level by explaining how multimedia support the students with enhanced opportunity to interact with diverse texts that give them more in-depth comprehension of the subject. It also focuses on audio-visual advantage of multimedia on the students’ English language learning. The study has followed a qualitative method to get an in-depth understanding of the impact of using multimedia in an English language classroom at tertiary level. For this purpose, the data have been collected from two different sources. Firstly, from students’ written response to  an open ended question as to their comparative experience of learning  lessons with and without multimedia facilities; and secondly, through  observation of English language classes at a private university of Dhaka, the capital city of Bangladesh. The discussion of the study is limited to  the use of multimedia in English language classroom using cartoons, images and music with a view to enhance students’ skills in academic writing, critical analysis of image and critical appreciation of music. For this purpose, cartoons in English language, images from Google and music from You Tube have got focused discussion in this paper.

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