scholarly journals INTRODUCING GRAMMAR LEARNING STRATEGIES IN A2 AND B1 CLASSES OF ENGLISH AS A FOREIGN LANGUAGE: AN ALBANIAN CASE STUDY

2016 ◽  
Vol 4 ◽  
pp. 444-450
Author(s):  
Benita Stavre ◽  
Anxhela Pashko
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Oral Communication ◽  
Proficiency Tests ◽  
Teaching English ◽  
Grammatical Knowledge ◽  
Learning Contexts ◽  
Grammar Learning ◽  
Correct Usage

The issue of learning strategies remains a complicated matter in the field of teaching English as a Foreign Language (EFL). Although the research has been intensive in the last twenty-five years, it is difficult to draw teaching strategies that fit learning contexts that vary greatly due to particular features of the learner. Furthermore, regarding grammar, teachers are even more convinced that it is their primary duty to lead and monitor the acquisition process in the classroom. The case of schools in Albania, where English is taught as a foreign language, shows that pupils who do well in proficiency tests, do not perform adequately in oral communication for the same grammatical knowledge. This papers aims to introduce a range of available grammar learning strategies for learners of EFL to use in the A2 and B1 levels. The material is accompanied by concrete examples of how grammar learning strategies can be included in lesson plans, based on textbook material. The aim is to render interested readers the awareness of the possible need to increase communicative grammar proficiency in learners of EFL by increasing their awareness of the range of means available to create long-lasting associations between the theory, acquisition, and correct usage of grammar. The earlier the attempts to create independent grammar learners, the sooner the opportunity exists for these learners to reach native-like grammar proficiency.

scholarly journals THE APPLICATION OF INSTRUCTIONAL MEDIA IN TEACHING ENGLISH TO YOUNG LEARNERS

2021 ◽  
Vol 4 (4) ◽  
pp. 581
Author(s):  
Tiya Winola
Keyword(s):  
Foreign Language ◽  
Study Design ◽  
Free Access ◽  
Instructional Media ◽  
Teaching English ◽  
Case Study Design ◽  
Young Learners ◽  
The Media ◽  
Young Learner

In Indonesia, English is a foreign language, hence not easy to teach English to young learner in Indonesia, thus, need something interesting to teach English to young learners, one of which uses instructional media. Instructional media as a tool needed to facilitate the teachers in presenting the material, but many English teachers in Indonesia find it difficult to use instructional media in the classroom. This study aims to (1) how the teacher applied the instructional media in the classroom. (2) to investigate problems faced by the teacher, and (3) elaborate the teacher's strategies in solving problems using the instructional media. This study was conducted a case study design, by using observation and interviews to collect data. In the investigation teachers do not have free access to use the media provided at school. Thus, they faced obstacles to provide proper media in classroom. Therefore this paper described certain strategies to solve teacher problems in using instructional media in the class. Keywords:        Teaching English, Instructional media, Young learners

scholarly journals The use of Self-regulated Language Learning Strategies Among Vietnamese English-majored Freshmen: A Case Study

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Tran Quoc Thao ◽  
Nguyen Chau Hoang Long
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Self Regulation ◽  
Foreign Language Learning ◽  
Vital Role ◽  
Language Learning Strategies ◽  
Efl Learners

Self-regulation of learning plays a vital role in improving second/foreign language learning as it can encourage the development of autonomous learners. It is seen that, nevertheless, ESL/EFL learners in different contexts are not fully aware of the importance of self-regulated language learning (SRLL) strategies in their English language learning. The present study, therefore, aims at investigating the use of SRLL strategies by English-majored students at a university in Bac Lieu province, Vietnam. This study involved 100 English-majored freshmen in answering a closed-ended questionnaire. The results showed that students sometimes used SRLL strategies, and they used SRLL strategies for keeping and monitoring records and seeking social assistance more often than for other purposes. The findings imply that students lacked knowledge of how to use SRLL strategies and get engaged in using SRLL strategies. This study recommends that students’ awareness of SRLL strategies should be seriously taken into account in order to facilitate their learner autonomy.

scholarly journals Learning Strategies Used by Good EFL Adult Learners: a Case Study on University Students in Pare-Pare

2018 ◽  
Vol 5 (2) ◽  
pp. 114
Author(s):  
Buyung Renaldy Adisaputra ◽  
Haryanto Atmowardoyo ◽  
Kisman Salija
Keyword(s):  
Graduate Students ◽  
Adult Learners ◽  
Foreign Language ◽  
Learning Strategies ◽  
Qualitative Method ◽  
Cognitive Strategy ◽  
Metacognitive Strategy ◽  
Social Strategy ◽  
Audio Recorder

This research aimed to find out the good EFL adult learners learning strategies in acquiring the foreign language and how the learning strategies affect the leaners achievement at Universitas Muhammadiyah Parepare. The method used in this research was qualitative method. The instrument were an interview and audio recorder. The participant of the research were the graduate students of Universitas Muhammadiyah Parepare within the age of 25-65 as one of the criteria of adult learners. The result of the research showed that the learning strategies applied by the learner were direct and indirect strategy. Direct strategy covered memory related strategy, cognitive strategy and compensatory strategy while metacognitive strategy, affective strategy and social strategy were included in indirect strategy.

scholarly journals Can I teach these students? A case study of Vietnamese teachers’ self-efficacy in relation to teaching English as a Foreign Language

2020 ◽  
Author(s):  
Nga Thi Tuyet Phan
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Efficacy Beliefs ◽  
The Self ◽  
Teaching English ◽  
University Teachers ◽  
The Relationship

The study looked at factors that influenced the self-efficacy in teaching English as a Foreign Language (EFL) of a group of university teachers in Vietnam. This study explored the relationship between Vietnamese teachers’ discourses of effective teaching practices and their self-efficacy beliefs, the influence of Vietnamese culture and context on teachers’ self-efficacy beliefs, and whether participating in the research led to a change in the self-efficacy beliefs of the teacher participants and of myself as researcher.The research took the form of a qualitative case study. Participants were eight university teachers of the English language at a technical university in Vietnam. Data collection lasted six months. Data collection tools included focus group discussions, individual interviews, journaling, and observations. An inductive coding process and thematic analysis were used for analysing data. Findings indicate that social persuasion was the most influential source of self-efficacy information. The study shows that different sources of self-efficacy information interacted with one another to influence the two dimensions of self-efficacy. Besides, it appears that teachers’ understanding of a number of environment and workplace factors appeared to constrain some teachers into adopting the Grammar Translation Method (GTM) approach and possibly reduced their self-efficacy in adapting a Communicative Language Teaching (CLT)-oriented approach. After participating in the study, the teaching approaches of study teachers and my own approaches seemed to be more CLT-oriented although most of us were characterised by a low sense of self-efficacy in adapting this approach in the Vietnamese classrooms. Findings also suggest that several aspects of Vietnamese culture, e.g. the concept of face, are likely to have influenced the way the study teachers selected, weighted and interpreted efficacy-building information. In addition, it is plausible that changes in context, e.g. teaching different kinds of students, led to a change in the way the teachers and I weighed and selected self-efficacy information. Self-reflection, self-doubt and self-regulation were other factors causing fluctuations in the study teachers’ and my self-efficacy. My study contributes to a widening understanding of how different aspects of culture can impact on self-efficacy. It provides examples to challenge the claim that the self-efficacy of experienced teachers is stable and the widespread view that a negative sense of self-efficacy induces individuals to give up and make less effort. The study shows the relationship between teacher self-efficacy beliefs and their discourses of EFL instruction, i.e. their self-efficacy in using different aspects of a communicative approach fluctuated at different stages of the study. The study points to the need to improve leadership practice and teaching conditions at the faculty and university. Preparing teachers for regulation strategies, encouraging them to work collectively, and offering more professional development programs are likely to develop a stronger sense of self-efficacy among teachers.

Application features of case study method in teaching a foreign language at high school

2016 ◽  
Vol 10 (1) ◽  
pp. 66-73
Author(s):  
Наталия Логинова ◽  
Nataliya Loginova ◽  
Галина Чудайкина ◽  
Galina Chudaykina ◽  
Валентина Костоварова ◽  
...  
Keyword(s):  
Foreign Language ◽  
Interpersonal Communication ◽  
Oral Communication ◽  
Foreign Languages ◽  
Interactive Methods ◽  
Difficulty Level ◽  
Group Method ◽  
Teaching Methodology ◽  
Case Study Method

The article is devoted to the application of one of the most modern and actively used interactive methods of teaching foreign languages at non-linguistic University – a case study. Method of case study is focused on students teaching methodology and develops critical thinking and communication skills of interpersonal communication. This method can be used to motivate students to use foreign language more in class. The authors believe that the method of case study is interdisciplinary by its nature and provides an opportunity to apply theoretical knowledge in practice. The article emphasizes that working with cases requires students’ active development of research skills and skills in using multiple data sources. The authors believe that the types of case study can be different, it depends on the difficulty level and language skills of the students, so it’s necessary to choose the right kind of problem of the lesson appropriate to the level of knowledge of this group. Method of case study contributes to the development of skills in written and oral communication, as well as improves skills of cooperation and teamwork. The authors pay attention to the fact that classes using techniques of case study put students in a real situation, teaching them organizational skills such as the ability to hold a business meeting, to negotiate, to prepare and deliver presentations. The article describes the stages of the work, showing the advantages and difficulties of applying case study in the foreign language. When using this method of teaching it is necessary to equip classrooms with modern teaching technical facilities. The aim of this article is to determine the value of case study method as one of interactive methods of teaching foreign languages at the University, to familiarize the reader with the experience of using this method in teaching foreign languages at the Russian state University of tourism and service.

scholarly journals Realizing Learners’ Writing Problem from the Beginning: A Case Study

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Made Wahyu Mahendra
Keyword(s):  
Foreign Language ◽  
Prospective Studies ◽  
Primary Concern ◽  
Teaching English ◽  
Ideal Situation ◽  
Writing Problems ◽  
Oral Activity ◽  
The Subject ◽  
Common Problems

Abstract The importance of writing has become a primary concern in teaching English as a foreign language. The skill of writing enables learners to generate ideas into certain organisation and awareness once the process of writing is undertaken. From writing, learners are also expected to be able to construct and use the language more accurately because they have enough time to think compared to have an oral activity. However, such an ideal situation can hardly be manifested due to particular problems faced by learners. This present study aims at investigating the struggling points of writing construction done by students. There were fourteen students who were purposefully selected as the subject of this study. In order to gather the supporting data, the researcher employs document study and direct observation. This study is expected to give contribution to help teachers confirming common problems faced by students during learning writing. Nevertheless, it also contributes to other prospective studies which are on the same interest with this present one. Keywords : Assessing Writing, Writing Problems, Writing Construction 

scholarly journals FOUR BASIC METHODS OF TEACHING ENGLISH IN A CHRONOLOGICAL ORDER OF THEIR DEVELOPMENT: APPLICATION IN THE SYSTEM OF PUBLIC ADMINISTRATION TRAINING

2018 ◽  
Vol 1 (12) ◽  
pp. 149-166
Author(s):  
Natalya Nikolayevna Kolisnichenko ◽  
Yevgeniya Matveyevna Yatsun
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Public Administration ◽  
Oral Language ◽  
Professional Training ◽  
Teaching Method ◽  
Direct Method ◽  
Oral Communication ◽  
Teaching English ◽  
Chronological Order

The article is devoted to the comparative analysis of the basic methods of teaching English in chronological order of their development. The following teaching methods are studied: grammar translation method, direct method, audio-linguistic method, communicative teaching method. The specific features of each method, their positive and negative characteristics are revealed. The peculiarities of their application in the system of training in public administration are considered. It is determined that training in the field of public administration corresponds to the activities of those who study, namely, public administration, both in terms of subject matter and linguistic content and language learning activities. In general, teaching / learning a foreign language is not essential, so teachers and students / students should only focus on certain aspects of a foreign language. Thus, general language learning should be combined with professional training. In groups with a sufficient level of language proficiency, it is immediately possible to begin a special vocational-oriented training. And, conversely, in groups with low and average English proficiency it is necessary to focus first of all on general language training, and then on professionally oriented. Grammatical material should always be developed and used in oral language. It is noted that an important role in the study of foreign languages is given to the assimilation of professional vocabulary. Assimilation of lexical units is carried out in order to develop the skills of oral communication and is aimed at the implementation of communication skills and an adequate response in typical situations of professional communication, both verbal (for compilation of messages on professional subjects) and written (ability to write resume, any documents, etc.). After all, the possession of the working or official languages of the community provides in practice wide opportunities for obtaining international experience in public administration, undergo internships, work in international projects, etc. In the context of broad international relations with other countries, it is important to communicate with foreign specialists, to develop professional-business and personal contacts with foreign partners, colleagues, to read different editions in the original language.

scholarly journals The Relationship between Multiple Intelligences and the Age of Institutional Teachers

2014 ◽  
Vol 5 (2) ◽  
pp. 582-586
Author(s):  
Mani Jouzdani
Keyword(s):  
Foreign Language ◽  
Multiple Intelligences ◽  
T Test ◽  
Multiple Intelligence ◽  
Teaching English ◽  
The Relationship ◽  
Paired T Test

This study tends to investigate whether the age of English as a Foreign Language (EFL) institutional teachers in Isfahan/Iran have any relationship with the intelligence they prefer to use, whether consciously or unconsciously, in teaching English as a foreign language. The intelligences considered for the purpose of this study are namely Interpersonal and bodily/kinesthetic intelligences proposed by Gardner (1983). In order to conduct this investigation a standardized questionnaire based on Berman (2001) and Christison and Kennedy (1999) Multiple Intelligence (MI) checklist was given to 117 male institutional teachers and the results were calculated using a paired T-test also ten interviews were conducted at the end of the case study on ten teachers after observing their classes. The results suggested that as the age of the teacher increase, to some extent, their preference in using interpersonal intelligence over bodily/kinesthetic intelligence increases as well. Also the case study conducted on one of the institutional teachers proved that teachers of older ages prefer using interpersonal intelligence over bodily/kinesthetic one.

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