scholarly journals AN INTEGRATED STUDY PACK BASED ON A SHORT FILM ENTITLED “SLAP HER: CHILDREN’S REACTION”

2017 ◽  
Vol 1 ◽  
pp. 382
Author(s):  
Noor Aeni
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Skills ◽  
Language Teachers ◽  
Short Film ◽  
Learning Materials ◽  
Proficiency Level ◽  
The Common ◽  
Integrated Study

This study aims to develop a set of alternative English teaching and learning materials covering four language skills (listening, speaking, reading, and writing). Learning materials are designed based on a short film entitled “Slap her: Children’s Reaction”. It is designed for language teachers of general English course for adult learners of English as a foreign language with the proficiency level of B2 according to CEFR (the Common European Framework of Reference for Languages).The nature of the study is Research and Development (R & D). The involving steps are conducting needs analysis, designing the course grid, and developing the materials. Data were collected by analyzing CEFR documets and conducting interview. They were analyzed quantitatively and qualitatively.The activities within the study pack were designed in chronological order. They are categorized in three orders, before viewing the short film “Slap her”: children’s reactions, during, and after the viewing. The activities are interlinked on levels B2 of CEFR. The activities content builds logically onto each other, with later activities that are recycling language items or content of previous activities. The activities involve all four language skills that are integrated. In the implementation of the study pack, students will be required to work either, individually, in pairs, even in groups.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

Impact of Language-Oriented Extracurricular Activities on Academic Achievement in Language Preparation Schools

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Yunus YILDIZ
Keyword(s):  
Foreign Language ◽  
Extracurricular Activities ◽  
English Language ◽  
Language Skills ◽  
Real Life ◽  
Language Teachers ◽  
Target Language ◽  
Proficiency Level ◽  
Preparatory Schools ◽  
Special Approach

English as a Foreign Language (EFL) requires learners’ exposure to what educators call the language skills: reading, speaking, writing and listening. Language teachers’ aim is to make students acquire language skills to ensure achievement both in oral and written communication.  Language teachers at Preparatory Schools try to do their best to teach those students who did not reach the level of target language skills that would enable them to study in that language. According to observations, the researcher came to conclusion that those students have difficulty reaching the proficiency level needed for study in the language at their departments for the following year need a special approach, additional to their curriculum studies. The idea was instead of giving abundant homework to students to be completed, it is better to draw their attention to English language-oriented extracurricular activities (ECAs). Via these activities students will use the language beyond the classroom, have sufficient real-life-like practice, but, on the other hand, be devoid of the stress typical for both classroom and first contacts with people not speaking one’s native language. This, hopefully, will also let students increase students’ level of language skills. The experimental research, in which 34 students of Ishik University (Iraq, Erbil) were involved, the idea was confirmed.

scholarly journals Tertiary level proficiency in ESP: Employer survey analysis

CASALC Review ◽  
2019 ◽  
Vol 9 (2) ◽  
pp. 5
Author(s):  
Jana Jašková ◽  
Dagmar Šťastná
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Language Skills ◽  
English For Specific Purposes ◽  
University Graduates ◽  
Survey Analysis ◽  
Engineering Information ◽  
The Common ◽  
Technology And Economy

One of the most topical issues in the field of teaching and learning English for Specific Purposes is the question whether tertiary students are able to succeed in mastering English as a foreign language effectively and subsequently to be competitive in the multicultural corporate sphere. The paper presents a study aimed at large employers and their requirements on university graduates’ language skills. The research was conducted in November 2018 within 12th JobChallenge Fair in Brno, Czech Republic, where large companies and businesses targeted students as their prospective employees. Following theoretical groundwork, a questionnaire was designed and distributed to representatives of 36 companies operating in engineering, information technology and economy. The aim of the survey was to identify the required language proficiency according to the Common European Framework of References for Languages as a model for describing knowledge levels. Findings show that most of the employers prefer graduates in junior positions with B2 level of English, specifically of both English for General Purposes and English for Specific Purposes. In addition, the analysis reveals a great demand for productive skills such as active participating in meetings, telephoning, business correspondence or presentation skills whereas receptive skills are considered to be less important.

scholarly journals How Successful Learners Employ Learning Strategies in an EFL Setting in the Indonesian Context

2016 ◽  
Vol 9 (8) ◽  
pp. 28 ◽  
Author(s):  
Ag. Bambang Setiyadi ◽  
Muhammad Sukirlan ◽  
. Mahpul
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Language Skills ◽  
Language Teachers ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Language Performance

<p>Numerous studies have been conducted to correlate the use of language learning strategies and language performance and the studies have contributed to different perspectives of teaching and learning a foreign language. Some studies have also revealed that the students learning a foreign language in Asian contexts have been proved to use different learning strategies compared to students that learn the same language in Western countries. The present study was conducted with 73 students of the seventh semester of an English Department in Indonesia. The subjects had been employing learning strategies in an EFL setting in the Indonesian context. The data in this study were collected by administering a questionnaire of language learning strategies and a test of language proficiency. With the Cronbach’s alpha of the measurement at .92 and the alphas of the skill–based strategies at .78, .75, .79 and .77 for strategies for listening, speaking, reading and writing respectively, the criteria on reliability of internal consistency for the 80 items of the measurement were very high so that the strategies were justified to be grouped into a scale. The empirical data in this study shows that different language skills were significantly correlated with the use of different learning strategies. The skill-based categories of language learning strategies introduced in this study, which cover cognitive, metacognitive and social strategies in each category, can be used to portray learners’ use of language learning strategies when learners learn the four language skills of English as a foreign language in Indonesian context. The findings suggest that language teachers need to condition the process of teaching and learning in order for their students to use effective learning strategies according to the language skills that leaners are learning.</p>

Qurʾanic Figurative Language to Develop High Order Thinking Skills (HOTS) and Religious Tolerance among Language Learners

2021 ◽  
Vol 19 (2) ◽  
pp. 173-199
Author(s):  
Mahrus Asʾad ◽  
Ahmad Bukhori Muslim ◽  
Wagdi Rashad Ali Bin-Hady
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Figurative Language ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Language Teachers ◽  
Religious Tolerance ◽  
Foreign Language Learners

Abstract Similar to other theistic texts, the Qurʾan has some figurative languages which require deep thought for good comprehension. However, how these rhetorical imageries can inspire the development of higher order thinking skills (HOTS) and religious tolerance among language learners, two necessary skills in the information-laden era, is still less known. This study explores how the Qurʾan’s figurative languages serve as an inspiring basis to develop Bloom’s revised taxonomy of analyzing and evaluating thinking skills in foreign language learning. Document analysis shows that many verses in Sura (Chapter) Joseph and other five chapters contain some simile, personification, and metaphor in recounting past prophetical and scientific events humans need to learn for life. Incorporated into learning materials, these figurative languages require the foreign language learners to use their skills of sensing, imagining, and making logical reasoning to discern the real meanings. The discussion of Sura Joseph in the Qurʾan which recounts some prophets of Abraham’s descendants can also increase religious tolerance among young followers of Abrahamic religions. The study recommends some strategies on how language teachers base their teaching and learning practices on these religious scriptures to develop students’ critical thinking and create a more harmonious global citizenship.

scholarly journals WASHBACK TO LANGUAGE TEACHERS: A REVIEW OF MODELS AND EMPIRICAL RESEARCH IN AND BEYOND VIETNAM

2020 ◽  
Vol 36 (4) ◽  
Author(s):  
Dinh Minh Thu
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Empirical Research ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Policy Makers ◽  
Teachers Perceptions ◽  
The Past ◽  
Key Innovation ◽  
Teachers Professional Development

Washback, i.e., test effects on teaching and learning, has been emerging as an attractive research topic in language training and assessment for over the past 20 years for its significant implications of test validation and fairness for both policy-makers and practitioners. Presently, it deserves more Vietnamese researchers' interest in the context of the enactment of the National Foreign Language Project 2020 (extended to 2025), which puts language assessment as a key innovation requirement. Washback operates either positively or negatively; i.e. promoting or inhibiting learning. Teachers are considered the precursor in the washback mechanism. There is only one washback model on the washback effects on teachers, which is proposed by Shih (2009). This paper aims to critically browse other washback models besides Shin’s (2009) to generate a washback framework on teachers' perceptions and practices. Previous empirical washback research on teachers in and beyond Vietnam is, then, investigated in alignment with the aspects illustrated in the framework to point out achievements and gaps in the field. A qualitative approach of document analysis of over forty studies of differing types, i.e. books, dissertations and articles, has been adopted to reach the research aim. The discussion is divided into two major parts, including the washback models pertaining to teachers to scaffold a model for teachers' perceptions and practices, and the results in empirical research in terms of the aspects mentioned in the model. Findings show that washback on teachers' perceptions ranges from perceptions of the test itself, students' language ability, teaching contents and methodology to teachers' professional development. Plus, washback on teachers' practices concerns their selections of teaching contents and methodology in class as well as their involvement in professional development. The element of professional development can be considered a new light in the reviewed washback model. This has a significant meaning by raising teachers' awareness of developing themselves professionally. The current paper expects to contribute to elaborating the scenario of washback research for interested researchers, practitioners and policymakers not only in but beyond the context of Vietnam.

scholarly journals Vocabulary Teaching and Learning Principles in Classroom Practices

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Nur Salina Ismail ◽  
Safawati Basirah Zaid ◽  
Misrah Hamisah Mohamed ◽  
Nurazan Mohd Rouyan
Keyword(s):  
Teaching And Learning ◽  
Classroom Practices ◽  
Learning Methods ◽  
Future Studies ◽  
Proficiency Level ◽  
Common Practices ◽  
Data Points ◽  
The Common ◽  
Learning Principles ◽  
Effective Teaching And Learning

Vocabulary teaching and learning principles assist in providing effective teaching and learning methods, in accordance with the learners’ proficiency level. However, studies that looked into the relevancy of those principles are rather limited. Thus, this study focuses on finding the common practices of vocabulary teaching and learning principles in the classroom. Interviews involving three experts were done to determine their vocabulary teaching and learning principles application in their teaching. Based on the data analysed using Atlas t.i, out of ten Vocabulary Teaching and Learning Principles, only eight were practiced by the participants. The findings revealed that these experts, even though practice the principles, the approaches were varied. Finally, the data points to the need for future studies on the importance of having good vocabulary instructions in teaching and learning vocabulary.

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 The Effect of Blended Learning in Enhancing Female Students’ Satisfaction in the Saudi Context

2017 ◽  
Vol 10 (6) ◽  
pp. 190 ◽  
Author(s):  
Sarah Al LHassan ◽  
Nadia Shukri
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Female Students ◽  
Proficiency Level ◽  
Level Of Satisfaction ◽  
The Future ◽  
Efl Students ◽  
Students Satisfaction

The present study intended to investigate the effect of utilizing Learning Management System (LMS), Blackboard® on enhancing English as a Foreign Language (EFL) female students’ satisfaction in the Saudi context. It is found that the effectiveness of utilizing the supplementary materials on Blackboard® is leading up to EFL students’ satisfaction. Since, Blended Learning (BL) model could stimulate a classroom setting with activities that are carried out under flexible and engaging manner. The sample consisted of ninety-eight students from proficiency level -104. The data of the study was collected using a questionnaire to identify students’ level of satisfaction. The results revealed that students’ satisfaction was apparent as their positive responses outweighed their negative responses mainly in terms of richness of learning resources, opportunity to interact in foreign language, appropriateness and variety of content, and ease of using Blackboard®. Based on the results, the study recommends considering the positive assets and challenges to plan the future of both teaching and learning English language effectively. The study suggested several areas to be investigated in the future such as examining the motivational behavior of both the teachers and the students and finding out the factors that will affect the environment of BL in EFL.

Zur Bedeutung der Didaktik der nichtlinguistischen Disziplinen im FSU

2021 ◽  
pp. 37-53
Author(s):  
Petra Besedová ◽  
Karolína Soukupová ◽  
Kristýna Štočková
Keyword(s):  
Foreign Language ◽  
Cultural Context ◽  
Language Teaching ◽  
Language Skills ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
Young Generation ◽  
Foreign Language Teachers ◽  
Teaching Learning

IMPORTANCE OF THE DIDACTICS OF NON-LINGUISTIC DISCIPLINES IN FOREIGN LANGUAGE TEACHING Learning does not mean anything but learning with all your senses and feelings. The young generation lives nowadays in a complex media world to which foreign language didactics also has to respond. Educators and teachers should use numerous materials that do not only develop language skills, but also conveycultural approaches. The teaching of non-linguistic disciplines plays a key role in foreign language teaching, and foreign language teaching is currently very modern in its cultural context. The paper attempts to outline the existence of the so-called didactics of non-linguistic disciplines in foreign language teaching in the Czech Republic. On the basis of a questionnaire survey among foreign language teachers, the extent to which foreign language teachers are confronted with the content of didactics of non-language subjects was examined. The authors were also interested whether there are differences between teachers of different foreign languages (English, German, Russian, French), and which preferences teachers of these foreign languages manifest when choosing their teaching material. We believe that the content of the didactics of non-linguistic disciplines is an essential part of foreign language teaching and can greatly enrich this field.

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