E-Tools: A Need for Enhancing Teaching and Learning English Language Skills

2021 ◽  
pp. 431-449
Author(s):  
Shabreen Sultana Shaik
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
English Language Skills ◽  
Learning English

scholarly journals The Use of Smartphones in Learning English Language Skills: A Study of University Students’ Perspectives

2021 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Mohammad Abd Alhafeez Ali Ta’amneh
Keyword(s):  
Social Sciences ◽  
University Students ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
First Semester ◽  
Academic Year ◽  
English Language Skills ◽  
Learning English

This study investigated students’ perspectives about the use of smartphones in learning English language skills. It discussed the benefits and difficulties of using smartphones in the process of learning. The sample consisted of one hundred and fifty-one students enrolled in the first semester of the academic year 2019/2020 in different English courses taught at Taibah University (Badr Branch). The researcher designed a questionnaire depending on the previous studies investigated the role of smartphones in the process of teaching and learning. The participants were asked to decide at which level they agreed with each statement. The researcher analyzed data through Statistical Package for Social Sciences by applying mean scores and standard deviations. The results according to the students’ answers were positive with moderate usage of their smartphones in their attempt to learn English. Moreover, the results showed that there were no difficulties faced by students during the process of learning through smartphones.

Formalizing Informal CALL in Learning English Language Skills

2020 ◽  
pp. 161-182 ◽  
Author(s):  
Norizan Abdul Razak ◽  
Amr Abdullatif Yassin ◽  
Tg Nor Rizan Tg Mohamad Maasum
Keyword(s):  
Adult Learners ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Educational Background ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
English Language Skills ◽  
Learning English

This chapter aimed at exploring how to formalize informal CALL in learning English language skills. The focus of the study was on learners' ICT skills and learning strategies and CALL elements. The data were collected through semi-structured interviews with four learners. The findings showed that adult learners in this age of technology do not need any training to use CALL to study English language. Moreover, adult learners have acquired the learning strategies needed for studying English informally through CALL. In terms of CALL elements, the findings showed that there is a need to integrate the elements of behaviorist CALL, cognitive CALL, and constructivist CALL to make informal CALL more effective. Therefore, the focus should be directed to providing professionally-designed CALL tools that suffice the needs of the learners by those who have educational background about language teaching and learning. This will enhance informal CALL learning and make self-directed learning more efficient.

The Benefits of Android Applications for an Independent Learning in Learning English Language

2021 ◽  
Vol 2 (2) ◽  
pp. 8-15
Author(s):  
Faiz Ushbah Mubarok ◽  
Atiqah Nurul Asri
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Independent Learning ◽  
Android Applications ◽  
Motivation And Confidence ◽  
Learning Language ◽  
Affective Skills ◽  
Learning English

Due to the pandemic condition, we rely more on the technology usage. Technology presents us plentiful advantages and features in the teaching and learning. Specifically in smart phones, android nowadays offer numerous applications of language learning in Play Store. This article shows the benefits of Android applications namely Duolingo, Busuu, Rosetta Store, and Memrise in learning English language. These apps enhance the user’s four language skills mastery using games, riddles and other various ways. By learning language independently, students may also their cognitive, meta-cognitive and affective skills. It aids learners to gain their goals in a fun and enjoyable ways. Further, it is also beneficial in terms of improving students’ motivation and confidence, easy and simple, practical and entertaining, and sustainability. 

scholarly journals Using Pictionary Game to Increase Learners’ Vocabulary Mastery in English Language Instruction

2019 ◽  
Vol 2 (1) ◽  
pp. 43-51
Author(s):  
Welliam Hamer ◽  
Ledy Nur Lely
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Language Instruction ◽  
Smart Board ◽  
Unsatisfactory Result ◽  
Classroom Activities ◽  
English Language Instruction ◽  
Learning English

This article aims at sharing information on how pictionary game is used to increase the learners’ vacabulary mastery in the process of teaching and learning. It is clear that vocabulary is one of components of English language. When the learners are reading, they need to master vocabulary related to certain topic. Therefore vocabulary is important thing in learning English. However, mastering English vocabularies is not easy. English is foreign language in which learning English is often considered to be difficult to comprehend. This problem can be seen from the unsatisfactory result when learning English. The learning processs commonly used in the classroom just puts the teacher as a center of learning. It means that the teacher always dominates him/herself to teach, not to focus on how the learners learn effectively. This makes the learners passive and less interested in following the course of learning. In fact the learners’ interest is the most important factor in the study. Interest can be developed if the learning process run with fun, vary, and conducive athmosphere. There are many factors that can support the existance of an increase in the study, i.e. teachers, learners, materials, media, methods, and other learning sources. One factor that can help the learners learn vocabulary is the use of pictionary game. In this study, pictionary game is a classic game of drawing and guessing pictures. Pictionary game can also increase the imagination of learners, where learners are asked to draw according to the word given by the teachers. Things that are needed to play pictionary game are a list or card of vocabulary items, whiteboard, calkboard, or smart board and markers. Pictionary game will help learners to get involved in classroom activities. Other advantages of using pictionary game can be concluded that it provides fun language practice in the various language skills.

scholarly journals Meningkatkan Kemampuan Speaking dan Writing Bahasa Inggris Melalui Kompetisi Spelling Bee

2021 ◽  
Vol 4 (2) ◽  
pp. 157-164
Author(s):  
Shally Amna ◽  
Wienda Gusta ◽  
Yeng Primawati
Keyword(s):  
Learning Outcomes ◽  
English Language ◽  
Language Skills ◽  
English Teachers ◽  
English Writing ◽  
Word Spelling ◽  
Final Round ◽  
English Language Skills ◽  
Learning English

Abstract: Spelling Bee is a word spelling game which assessed the accuracy of words and the pronunciation of the letters in English. MTSN 7 Bungus, Padang was chosen as PKM partners due to the students’ low English language skills and interest. Therefore, through the Spelling Bee competition, the team tried to improve the students’ skills and interest in learning English language, especially their ability to write and spell words correctly. In this competition, there were 280 students previously trained before join the competition. This competition is divided into three rounds, namely the preliminary round, the semi-final round and the final round.  In addition, the English teachers also helped to coordinate the competition. During the activity, students were also given lessons on writing and spelling correctly. As a result, students’ enthusiasm in participating in competition can be one of the factors that triggers the enthusiasm and interests in learning so that they get more satisfying learning outcomes. During the competition, students were guided by the English teachers and given clear instructions. After participating in Spelling Bee competition, the students were not only given rewards but also some improvement in their English writing and spelling skills.Key Words: Spelling Bee, writing, spelling. Abstrak : Spelling Bee merupakan permainan mengeja kata dengan menilai keakuratan kata dan ketepatan pengucapan huruf yang disebutkan dalam Bahasa Inggris. MTSN 7 Bungus, Padang dipilih sebagai mitra PKM karena kemampuan dan minat Bahasa Inggris siswanya yang sangat rendah. Oleh karena itu, lewat kompetisi Spelling Bee, Tim PKM berusaha untuk meningkatkan kemampuan dan minat siswa terhadap Bahasa Inggris terutama pada kemampuan menulis dan mengeja kata. Dalam Kegiatan Spelling Bee ini, sebanyak 280 siswa dilatih sebelum mengikuti kompetisi Spelling Bee yang terbagi atas tiga babak, yaitu preliminary Round, Semi Final Round dan yang terakhir Final round. Selain itu, guru Bahasa Inggris di sekolah tersebut turut membantu demi kelancaran kegiatan kompetisi ini. Siswa diberikan pelajaran tentang menulis dan mengeja bahasa Inggris dengan benar. Antusias siswa dalam mengikuti kompetisi dapat merupakan salah satu faktor yang memicu semangat dan daya tarik siswa dalam belajar sehingga memperoleh hasil belajar yang jauh lebih memuaskan. Selama kompetisi, siswa dipandu oleh guru bahasa Inggrisnya dan diberikan instruksi yang jelas. Setelah mengikuti kompetisi Spelling Bee ini, siswa siswi MTSN 7 Bungus tidak hanya diberikan reward namun juga dapat meningkatkan kemampuan menulis dan mengeja Bahasa Inggrisnya.Kata Kunci: spelling bee; writing; spelling. 

scholarly journals Developments on Technology Integration in Language Teaching and Learning

2021 ◽  
Vol VI (III) ◽  
pp. 21-28
Author(s):  
Saima Iqbal ◽  
Safia Niazi ◽  
Muhammad Hafeez
Keyword(s):  
Technology Integration ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Learning Technology ◽  
Learning And Teaching ◽  
Teaching Language ◽  
Current Review ◽  
Learning English

The way people obtain information, learn, and connect with others across the world has changed dramatically as a result of technological advancements. Technology has eliminated distance constraints, allowing higher education to efficiently teach anybody. In order to improve teaching and learning, technology integration is becoming more common in classrooms. A better pattern for recognizing new teaching models has evolved as a result of the fast expansion of technology integration. As a result, it is critical in both learning and teaching language skills. There are numerous advantages to using technology to offer an environment for teaching and learning English skills. The objectives of the current review article were to discover answers to the issues of how technology integration promotes language learning and what the most current developments in language learning are. According to research, introducing technology into classrooms substantially improved teaching and learning English language skills.

scholarly journals A Review of the Literature on the Integration of Technology into the Learning and Teaching of English Language Skills

2017 ◽  
Vol 7 (5) ◽  
pp. 95 ◽  
Author(s):  
Abbas Pourhosein Gilakjani
Keyword(s):  
Technology Integration ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Rapid Development ◽  
Learning And Teaching ◽  
Integration Of Technology ◽  
Information And Communication ◽  
English Language Skills

Technologies have dramatically changed the way people gather information, carry out research, and communicate with others worldwide. Technology has removed the distance obstacles and has made it possible for higher education to effectively teach anyone. Technology integration is being increasingly used in instruction to improve teaching and learning. This rapid development of technology integration has presented a better pattern to find the new teaching models. Consequently, it has a key role in learning and teaching language skills. The integration of technology to create a context to teach and learn English skills has a lot of advantages. The fundamental aim of this paper is to review the issues related to technology integration in the learning and teaching of language skills. In this paper, the researcher defines the term technology integration, expresses the reason of integrating technology, explains the role of technologies in promoting learning, elaborates teachers’ roles and learners’ roles, reviews previous studies on the benefits of technology in the learning and teaching of language skills, indicates the situation of Information and Communication Technologies (ICTs) in Iran, and finally mentions the recommendations for the successful integration of technology. The review of literature revealed that the integration of technology into the classrooms considerably improves the learning and teaching of English language skills.

scholarly journals Need Analysis: English Language Use by Students in the Tourism and Hospitality and Industry

2021 ◽  
Vol 14 (3) ◽  
pp. 59
Author(s):  
Passamon Lertchalermtipakoon ◽  
Umarungsri Wongsubun ◽  
Pongpatchara Kawinkoonlasate
Keyword(s):  
Language Learning ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Hospitality Industry ◽  
English Language ◽  
Language Skills ◽  
English Language Learning ◽  
Student Groups ◽  
The Difference ◽  
English Language Skills

This research had 3 objectives. First, to discover the main skills students studying in Tourism (TR) and Hospitality Industry (HI) need to successfully use English. Second, to ascertain the essential skills that students need in English language acquisition. Last, to investigate which skills students found to be the most problematic in English language learning. The informants of 160 students were split by the quota sampling method into two equally sized groups of 80 learners each; i.e., 80 were placed into the Tourism group and 80 into the Hospitably group. Twenty participants were selected equally from each academic year - from first year students to fourth year students - for placement into each category of TR and HI. To acquire relevant data a learner’s perception questionnaire was employed as well as interview questions. Average and standard deviation were used to examine the questionnaire data and content analysis for the interview data. There was a .05 difference statistically between the hospitality industry and tourism students’ English scores. The hospitality industry students scored slightly higher. Conversely, when comparing the different levels of students' attitudes in the 5 language skills, the tourism students scored higher than the hospitality industry students, yet the difference of .05 was also not statistically significant. Additionally, the outcome from a comparison of student satisfaction levels toward English teaching and learning, found that tourism students reported higher satisfaction levels than those of the hospitality industry students. However, the .05 degree of difference was not statistically significant. Also, neither of the student groups were significantly different in terms of enhancing their English skills. Additionally, the interview results showed that improving English language skills and grammatical structures were the skills the students' reported needing the most assistance with in their studies. Neither of the student groups were significantly different in terms of enhancing their English skills. The study found that the main reason that students of both majors desired to improve their English language skills was to improve their grades. The obstacles faced by the students in these two sample groups in using the English language are not very different, since most of the interviewed people reported that the skills of listening and speaking as being the greatest problems in their communication. Another similarity between the two sample groups was that students of both majors expressed a positive attitude toward their English language learning.

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