Supporting State-approved Materials with the Values Clarification Task

RELC Journal ◽  
2017 ◽  
Vol 50 (2) ◽  
pp. 333-340 ◽  
Author(s):  
Shaun J. Manning
Keyword(s):  
South Korea ◽  
Language Learning ◽  
Task Performance ◽  
Classroom Teacher ◽  
Learning Objectives ◽  
After School ◽  
Values Clarification ◽  
English Class ◽  
Speak Up ◽  
Middle School English

Many teachers in Asian EFL situations report difficulties integrating communicative tasks into their classrooms. This study reports on an innovation in which opinion gap tasks were used to support the regular classwork of a middle school English class in Seoul, South Korea. The task had to reflect the learning objectives of the state-mandated textbook while encouraging students to speak up and express their opinions. The classroom teacher wanted to ensure students who had pre-studied the materials at after-school classes would still be engaged with the task. A values clarification (VC) task was developed for this purpose. This study reports how the VC task performance reflects the types of talk theorized to benefit language learning.

scholarly journals IMPROVING STUDENTS’ ACHIEVEMENT IN SPEAKING BY USING PICTURE

2018 ◽  
Vol 2 (2) ◽  
pp. 191-201
Author(s):  
Marina Sari Rambe
Keyword(s):  
Action Research ◽  
Language Learning ◽  
Daily Life ◽  
First Year ◽  
First Year Students ◽  
Speaking Test ◽  
English Class ◽  
Speak Up ◽  
Learning Language ◽  
The Way

Learning Language as well as learning English is also the implementation of searching knowledge. The goals in language learning is the students are able to speak English well and use English as their language to communicate with another people in daily life. In language learning, speaking is one of the important things to have, but the students are not able to speak up in English class. Using media is one of the way that can improve the students achievement in speaking class. The researcher will be focus to use picture as media in this research. The researcher formulate there is an improvement of students achievement in speaking by using picture as the problem in this research. The researcher use Classroom Action Research (CAR) Method to analyze the data in this research. The researcher take the first year students of MTS N 2 Medan as the population and 30 students as sample where the researcher get the sample by random. The research take 2cycle in this research. The instrument to applied to collect the data was speaking test. Besides that, the writer also used interview, observation sheet and diary note to identify what happened in the classroom. After analyzed the data, it was obtained that means increased from the Test-1 in cycle I 71,73% until test-3 in cycle II 83,40 % and the total score increased 90.0% . So, the use of picture improve students’ speaking achievement.

scholarly journals Foreign Language Learners’ Attitudes and Perceptions of L1 Use in L2 Classroom

2019 ◽  
Author(s):  
Maram S. Almohaimeed ◽  
Huda M. Almurshed
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Negative Attitude ◽  
Foreign Language Learning ◽  
Target Language ◽  
Advanced Learners ◽  
English Classes ◽  
English Class ◽  
Attitudes And Perceptions ◽  
Preparatory Year

Whether to avoid learners’ first language (L1) or to make use of it in the second language (L2) classes is a controversial issue. Some studies have challenged the effectiveness of the monolingual approach to foreign language learning. This study investigates Saudi university learners’ attitudes and perceptions towards incorporating their L1(Arabic) in English class. This study also sheds light into the relationship between students’ perceptions and proficiency level in the target language. To this end, Gaebler's questionnaire (2014) was administered to 60 female learners studying in the preparatory year at a Saudi university. They were from three different English proficiency levels. The results showed that advanced learners hold a negative attitude towards the use of L1 in their English classes, whereas elementary and intermediate learners generally perceive the judicious use of their L1 positively.

scholarly journals Student Presentations Upgrades Through Use of Language Learning Strategies

2017 ◽  
Vol 2 (2) ◽  
pp. 238
Author(s):  
Iis Lisnawati ◽  
Yuyun Yuniawati ◽  
Titin Kusmini
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Experimental Testing ◽  
Department Of Education ◽  
Learning Objectives ◽  
Language Learning Strategies ◽  
Learning Stage ◽  
Significant Difference ◽  
The Mean ◽  
Good Learning

This research is experimental testing of Language Learning Strategies to improve student presentation at the Indonesian Department of Education, University of Siliwangi Tasikmalaya. Learning stage presentations using Language Learning Strategies are as follows. (1) preparation, (2) presentation, (3) practice, (4) evaluation, (5) expansion activities. In each stage been LLS is eclectic in accordance with the needs of learning, good learning objectives, material characteristics, and the characteristics of the students. There is a significant difference between the mean score of the pretest to posttest mean score in the experimental class and there is a significant difference between the mean score of posttest in the experimental class with a mean score of posttest in control classes. This proves that effective language learning strategies to improve student presentation.

scholarly journals Relationship between Anxiety in Second Language Learning and Motivation Orientation: The Case of Young Filipino Learners

2020 ◽  
Vol 2 (2) ◽  
pp. 191-209
Author(s):  
Juland Salayo ◽  
Arceli M. Amarles
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Basic Education ◽  
Significant Negative Correlation ◽  
Negative Evaluation ◽  
General Anxiety ◽  
English Class ◽  
Motivation Orientation ◽  
Filipino Learners

This present study attempted to investigate the status of language anxiety and motivation orientation of the young Filipino learners of English and how these constructs are related to one another.  To address these research goals, a quantitative approach was employed using Liu and Cheng’s (2014) Factor Loadings for three-Component Solution for the Anxiety and Jin, Jiang, Juan, Zhang, Liang and Xie’s (2013) motivation in language.  Participated by 39 Grade 3 pupils from a premier basic education school in the province of Cavite, these instruments were simplified and translated to their first language (L1) to suit the understanding of the young learners of English.  Results showed that the respondents are highly motivated in learning the second language, but the ‘general anxiety in English class’ is evident on one hand.  These two significant factors showed strong correlation between anxiety and ‘negative evaluation’ and motivation.  On the other hand, there is a significant negative correlation of both ‘anxiety in self-confidence in speaking English’ and ‘general anxiety about English class’ to language motivation.  Among the components of motivation, only ‘learning situations’ is considered to be a predictor of students’ assessed anxiety.  Findings suggest that motivation needs to be sustained in order to build positive second language learning; otherwise, anxiety may threaten the dynamics of learning processes which impedes their learning in English as a second language.      

Collaborative Learning in Virtual English Class

2013 ◽  
pp. 343-370 ◽  
Author(s):  
Lan Li ◽  
Dora Wong ◽  
Dean A. F. Gui ◽  
Gigi Au Yeung
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Second Life ◽  
Online Survey ◽  
Learning Experience ◽  
Group Discussion ◽  
Virtual Learning Environment ◽  
English Class ◽  
Survey System ◽  
Collaborative Language

This chapter demonstrates how Second Life (SL) is used to enhance collaborative language learning on a virtual campus of a Hong Kong university. The case study reports on the learning experience of a number of undergraduate students as they navigated through a virtual task in an existing course: English for Technical and Web-Based Writing. Student avatars assessed each other’s work and shared learning experiences and comments via SL-enabled tools such as voting bars and note cards. To determine if this practice was more effective as a learning tool than a traditional classroom or two-dimensional discussion on the Internet, the students’ feedback on SL was collected through the university’s online survey system (i-Feedback), camera recorded focus group discussion and audio recorded tutor feedback. The findings suggest that different tasks in a virtual learning environment may stimulate students’ interest in their learning process, even though the technical complexities might frustrate them. The possibilities, shortcomings, and technical challenges of cultivating a community of collaborative language learning are also discussed.

Four L2 Learning Objectives to Guide Podcast Design

2011 ◽  
pp. 21-36
Author(s):  
Claudia Fernández
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching Practices ◽  
Learning Objectives ◽  
Instructional Materials ◽  
L2 Acquisition ◽  
Learning And Teaching ◽  
Comprehension Skills ◽  
L2 Learning ◽  
Target Culture

This chapter addresses the production of podcasts as second language (L2) instructional materials developed by language instructors. The author discusses the importance of having clear language learning objectives when creating podcasts. The clarity of the objectives will depend on the particular nature of these materials and will influence podcast design and outcomes. In an effort to contribute to the understanding of podcast design that effectively promotes L2 acquisition and development, the author proposes that podcasts - when used by students as listening tools - can help the L2 learner accomplish four main learning objectives: (1) language acquisition, (2) development of listening comprehension skills, (3) learning of explicit information about the L2 and (4) awareness of the target culture. As with any L2 learning materials (Mobile Assisted or not), podcast development should be based on what is known about L2 acquisition and best teaching practices (Rosell-Aguilar, 2007; 2009). Therefore, the author addresses some of the aspects of language learning and teaching that should be considered in order to create well-informed podcasts that aim at the four proposed learning objectives.

scholarly journals Integrating True Short Stories into English Classes: The Case of Foundation Students in Oman

2017 ◽  
Vol 10 (3) ◽  
pp. 164
Author(s):  
Munira Said Al Siyabi
Keyword(s):  
Short Stories ◽  
Language Learning ◽  
English Language ◽  
Participant Observation ◽  
Language Skills ◽  
Study Data ◽  
Historical Texts ◽  
English Class ◽  
Meaningful Context ◽  
English Language Skills

Searching for practical ways to improve students’ English language skills is a real concern for all English teachers. There is a consensus among ELT practitioners regarding the significance of reading for learning new languages, since reading gives depth to language learning (Stern, 2001). Thus, teachers are obligated to provide their students with interesting and suitable texts to read. Real stories are by far more interesting and involving than scientific and historical texts. The present study aimed to investigate students’ perceptions of reading true short stories and its benefits. The study data were collected through a survey and participant observation of 19 level D students in Oman. The study findings indicated that using stories during English class was an interesting experience and had good potential as a tool to improve English language skills. The meaningful context created by the true short stories made it much easier for the teacher to conduct and run the class.

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