scholarly journals Developing Productive Skills Through Receptive Skills – A Cognitive Approach

2018 ◽  
Vol 7 (4.36) ◽  
pp. 669
Author(s):  
S. Sreena ◽  
M. Ilankumaran
Keyword(s):  
Decision Making ◽  
Early Childhood ◽  
Communication Skills ◽  
English Language ◽  
Writing Skills ◽  
Cognitive Learning ◽  
Thought Processes ◽  
Cognitive Approach ◽  
Reading And Writing ◽  
Classroom Activities

Communication plays an important role nowadays. The transmission and interchange of ideas, facts, and feelings of action are known as communication. It is done through words, actions, signs, objects or combination of all these. Communication skills are needed in each and every field of life. Everyone uses a language to communicate and to express oneself to get ideas and to connect with persons for a purpose. There are four basic skills of learning English language such as speaking, listening, reading and writing. The difficulties in speaking and writing can be found and then improved by some classroom activities by the way of giving task to the students for listening. Teachers give assignments to the learners to develop their writing skills. Cognition refers to the mental activities like thinking, remembering, memory, learning, comprehension, perception, motivation and using a language. The understanding and learning of information and concept is known as the cognitive approach. It is an approach that maintains how a person feels and behaves. Cognitive learning is about developing true understanding and is a way of learning that helps the learners to use their brains more effectively. The configuration of thought processes and psychological activities like problem solving and decision making from early childhood to adulthood is called as the cognitive development.  This article deals with the ways and means of enhancing the speaking skills by intensive practise, writing through different activities and improving the receptive skills of the learners through cognitive approach.  

scholarly journals Communicative Approach as a Tool for Relating Reading and Writing Skills in Early Childhood Education

2010 ◽  
Vol 1 (2) ◽  
pp. 34-54
Author(s):  
Nwachukwu Prince Ololube ◽  
Teinye Briggs ◽  
Peter James Kpolovie ◽  
Salome Uwaoma Ezindu
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Active Role ◽  
Reading And Writing ◽  
Childhood Education ◽  
Communicative Approach ◽  
Teaching Responsibilities

Abstract This study dwells upon communicative approach as a tool for relating reading and writing skills in early childhood education in a developing economy. The quantitative data was gathered through the use of structured questionnaires and was analysed using SPSS version 17. This study confirms that teachers in the selected early childhood education centres (ECEC) have no professional early childhood education qualifications and, as a result, are not qualified to effectively carry out their teaching responsibilities. It is hoped that this study can contribute to a deeper understanding of how early childhood education teachers perceive language teaching and consequently assist in the development of teacher education programmes and activities. Teacher training and education courses must play a more active role in informing trainee teachers of the instructional value of communicative approach in the teaching and learning of the English language. This study provides parents, teachers, researchers, the public and those who manage education systems with new data that will help them to answer questions about the failing state of education in Nigeria.

scholarly journals PEELI Training and Professional Development of Primary School Teachers

2020 ◽  
Author(s):  
Hamid Ali Nadeem ◽  
Azhar Mumtaz Saadi ◽  
Nudrat Fatima ◽  
Namood-e- Sahar
Keyword(s):  
Primary School ◽  
Communication Skills ◽  
Primary Schools ◽  
English Language ◽  
Writing Skills ◽  
School Teachers ◽  
Primary School Teachers ◽  
Reading And Writing ◽  
Four Dimensions ◽  
Teachers And Students

<p>Language forms the medium of communication through verbal and nonverbal means which help to develop understanding. The communication and pedagogy are part and parcel of each other as well as the teaching process. The aims of teaching could not be achieved without better communication between teacher and students. The present study was thus planned to analyze the effect of PEELI (Punjab Education and English Language Initiative) training on communication skills of primary school teachers. The findings showed that the educators recruited in 2017 and 2018 have found PEELI interesting and innovative. Listening, speaking, reading and writing are the four dimensions of communication. PEELI training has assisted them in enhancing speaking and writing skills of learners. However, they feel difficulty in developing and interacting learners in listening and reading. They look for more modules and sessions to be organized to cover all the four aspects of communication to develop better interaction with learners. It is recommended to overcome the drawbacks in future training policies thus to bridge the communication gaps between teachers and students of primary schools.</p>

scholarly journals PEELI Training and Professional Development of Primary School Teachers

2020 ◽  
Author(s):  
Hamid Ali Nadeem ◽  
Azhar Mumtaz Saadi ◽  
Nudrat Fatima ◽  
Namood-e- Sahar
Keyword(s):  
Primary School ◽  
Communication Skills ◽  
Primary Schools ◽  
English Language ◽  
Writing Skills ◽  
School Teachers ◽  
Primary School Teachers ◽  
Reading And Writing ◽  
Four Dimensions ◽  
Teachers And Students

<p>Language forms the medium of communication through verbal and nonverbal means which help to develop understanding. The communication and pedagogy are part and parcel of each other as well as the teaching process. The aims of teaching could not be achieved without better communication between teacher and students. The present study was thus planned to analyze the effect of PEELI (Punjab Education and English Language Initiative) training on communication skills of primary school teachers. The findings showed that the educators recruited in 2017 and 2018 have found PEELI interesting and innovative. Listening, speaking, reading and writing are the four dimensions of communication. PEELI training has assisted them in enhancing speaking and writing skills of learners. However, they feel difficulty in developing and interacting learners in listening and reading. They look for more modules and sessions to be organized to cover all the four aspects of communication to develop better interaction with learners. It is recommended to overcome the drawbacks in future training policies thus to bridge the communication gaps between teachers and students of primary schools.</p>

scholarly journals Book Reviews

2003 ◽  
Vol 21 (1) ◽  
pp. 102
Author(s):  
John Sivell ◽  
Ellen Pilon
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Writing Skills ◽  
English Language Teaching ◽  
Reading And Writing

Reviews of: 'How to Teach English: An Introduction to the Practice of English Language Teaching,' by Jeremy Harmer; and 'Focusing on IELTS: Reading and Writing Skills,' by Kerry O'Sullivan and Jeremy Lindeck.

scholarly journals The Effectiveness of Using Linguistic Classroom Activities in Teaching English Language in Developing the Skills of Oral Linguistic Performance and Decision Making Skill among Third Grade Intermediate Students in Makah

2016 ◽  
Vol 9 (3) ◽  
pp. 207
Author(s):  
Fahd Majed Alshareef
Keyword(s):  
Decision Making ◽  
English Language ◽  
Performance Test ◽  
Third Grade ◽  
Teaching English ◽  
Correlation Relationship ◽  
Linguistic Performance ◽  
Classroom Activities ◽  
Performance Estimate ◽  
Study Results

<p>The study aimed to reveal the effectiveness of the use of certain classroom language activities in teaching English language in the development of oral linguistic performance and decision-making among intermediate third-grade students in Makah, and it revealed a statistically significant correlation relationship between the averages of the study sample scores, in the post application for linguistic performance test, and measure of decision-making; and to achieve the objectives of the study, the researcher used two methods: descriptive approach and quasi-experimental design, per experimental group.</p><p>Ibn al-Qayam intermediate school was chosen randomly, and then the intermediate third  grade was chosen deliberately, in the three grades altogether there were 90 students, in each class 30 students; and 3/3 experimental groups, of  30 students each were drawn, and represented the study material in linguistic classroom activities in the English language. Two tools were used: oral linguistic performance test in the English language, and the measure of decision-making; where they were applied on the study sample; after checking their validity and reliability, in the second semester in 2013, and after the end of the training period on linguistic classroom activities in English language classes, they were re-applied to determine the level of the students in each of: oral linguistic performance and the skill of decision-making.</p><p>The study yielded many results of which the most important were: the presence of statistically significant differences between the average score of the sample study in the two applications, pre and post for linguistic performance estimate card and the measure of decision-making; in each axis separately, and in the linguistic performance overall in the English language; and the skill of decision making; in favor of the post application, and the presence of statistically significant correlation relationship between the average scores of the sample study in the post-application linguistic performance estimate card; and the measure of decision-making. Based on the findings of the study results, there are a number of recommendations including: the need to give linguistic classroom activity programs their educational value and status in teaching English in general education, hold regular sessions for teachers and supervisors; to train them to employ linguistic classroom activities to learn English, and the integration of thinking in teaching English language; in order to provide them with modern educational trends in the field of active learning and development of thinking skills.</p>

scholarly journals STUDENTS’ PROBLEMS IN LEARNING ENGLISH AS A SECOND LANGUAGE AMONG MDAB STUDENTS AT UITM MALACCA

2019 ◽  
Vol 2 (7) ◽  
pp. 01-12
Author(s):  
Khalijah Mohd Nor ◽  
Masliza Mohd Razali ◽  
Nashrah Talib ◽  
Nurbarirah Ahmad ◽  
Siti Rosnita Sakarji ◽  
...  
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Higher Learning ◽  
Language Experience ◽  
Reading And Writing ◽  
Office Management ◽  
Learning Institutions ◽  
Learning English

This study examined students’ problems in learning English as a second language in higher learning institutions. This paper reports on the results of an interview of 30 randomly selected MDAB students of Diploma in Office Management and Technology at UiTM Melaka. The aim of this paper is to identify the factors that contribute to the decreasing of students’ achievement in the English language. The discussion revealed the different reasons that students face in speaking, listening, reading and writing skills. In learning a second language, it is of utmost importance that learners receive maximum support in terms of a supportive and conducive learning environment as well as an adequate and meaningful language experience. This research hopes to enlighten students in learning the English language so that they may strive to improve their English skills, thus making language teaching and learning more effective and meaningful for both lecturers and students.

scholarly journals A Systematic Review of the Challenges and Solutions of ESL Students‟ Academic Writing

2019 ◽  
Vol 8 (5C) ◽  
pp. 1169-1171
Keyword(s):  
Academic Writing ◽  
Teaching Methods ◽  
English Language ◽  
Writing Skills ◽  
English Language Teaching ◽  
Teaching Writing ◽  
Esl Students ◽  
Learning Collaborative ◽  
Cognitive Approach ◽  
Malaysian Students

Research studies on ESL writing are more interested in providing operational writing strategies for academic writing. However, there are not many studies on challenges faced by students and their solutions. The main aim of this paper is to provide a systematic literature review of academic writing studies which focused on investigating students’ academic writing challenges and their solutions. The papers used in this study were published from 2010 until 2019. A systematic search of literature proposed in this paper employs the exploratory approach for identifying and evaluating twenty-seven articles published in the authentic Journals. The themes of the review are divided into two categories, one which is related to ESL Malaysian students and another category is regarding non-Malaysians, this is due to the context of the study which will be conducted in Malaysia and therefore a review of studies done on Malaysian student academic writing is justified. The review shows there is a broader context of ESL students’ academic writing challenges and factors influencing students’ academic writing skills. In addition, as mentioned above, the review clearly shows the highlight of previous studies was on strategies which help improve students writing skills. As a conclusion, the review signifies that there are three major enormous challenges faced by ESL students in academic writing, such as teaching methods, students’ attitude towards English, and language ability. And the solutions to the challenges are to employ active learning English language teaching methods, for example, Task-Based learning (TBL), Blended learning, Collaborative learning and cognitive approach, in teaching writing.

scholarly journals THE ACHIEVEMENT OF ENGLISH LANGUAGE CURRICULA FOR SECONDARY STAGE FROM THE PERSPECTIVES OF EFL TEACHERS AND SUPERVISORS IN JORDANTHE ACHIEVEMENT OF ENGLISH LANGUAGE CURRICULA FOR SECONDARY STAGE FROM THE PERSPECTIVES OF EFL TEACHERS AND SUPERVISORS IN JORDAN

2021 ◽  
Vol 5 (1) ◽  
pp. 36-47
Author(s):  
Mohammad Ahmad Bani Amer ◽  
Majid Mohammad Al-Khataybeh
Keyword(s):  
English Language ◽  
Writing Skills ◽  
Language Teachers ◽  
Language Curriculum ◽  
Reading And Writing ◽  
First Semester ◽  
Secondary Stage ◽  
Efl Teachers ◽  
English Language Teachers

This study aims to investigate whether or not the goals of English language curricula for secondary stage have been achieved from the perspectives of EFL teachers and supervisors in Jordan. The participants were 101 EFL teachers and 8 supervisors in Al_Karak educational directorates of Education during the first semester 2020/2021. The researchers designed a questionnaire consisting of fifty-nine items in four areas: listening, speaking, reading and writing skills, used to collect the data for this study. The findings of this study showed that English language teachers and supervisors were mostly satisfied with the goals of English language curriculum for secondary stage. The means for all the areas according to English language teachers was 3.31 while the means for all the areas according to English language supervisors was 3.27. This implies that English language teachers and supervisors were satisfied with the goals of English language curriculum for secondary stage.

Multi-Objective Heuristic Decision Making and Benchmarking for Mobile Applications in English Language Learning

2021 ◽  
Vol 20 (5) ◽  
pp. 1-16
Author(s):  
Chunhe Zhao ◽  
Balaanand Muthu ◽  
P. Mohamed Shakeel
Keyword(s):  
Decision Making ◽  
Language Learning ◽  
Mobile Applications ◽  
English Language ◽  
Evaluation Criteria ◽  
Preference Order ◽  
Decision Matrix ◽  
Reading And Writing ◽  
Multi Objective ◽  
Best Worst Method

This research proposes to evaluate and analyze the decision matrix for learner's English mobile applications (EMAs) based on multi-objective heuristic decision making with a view to listening, speaking, reading, and writing. Because of the number of criteria, the significance of parameters, and variance in results, EMAs are difficult. Decision making has built on the combination of listening, speaking, reading, and writing and EMA evaluation criteria for students. The requirements are adapted from a framework of pre-school education. Six alternatives and 17 skills as a requirement are included in decision-making results. The six EMA are then assessed, with six English learning experts distributing a review form. The application subsequently is evaluated using the best-worst method and preference-order technique (TOPSIS) using multi-objective heuristic decision making methods. The best-worst method is used to measure requirements, whereas TOPSIS is used to test and assess the applications. In two cases, namely person and group, TOPSIS is used. Internal and external aggregations are used throughout the group context. In effect, the aim of evaluating the proposed study and comparing it to six relative studies with scenarios and benchmarking checklists is to develop an objectives validation framework for e-apps.

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