scholarly journals Teaching English through Task and Project-Based Learning to Embera Chamí Students

2019 ◽  
Vol 1 (21) ◽  
pp. 78-90
Author(s):  
Luis Ricardo Rojas ◽  
Jenifer Rueda Varon
Keyword(s):  
Public Schools ◽  
English Language ◽  
Project Based Learning ◽  
English For Specific Purposes ◽  
Learning Approaches ◽  
Ministry Of Education ◽  
Indigenous Students ◽  
Conditions For Learning ◽  
Vocabulary Recognition ◽  
Learning English

Bilingual indigenous students who attend public schools around the country are to develop English language skills as part of the suggested curriculum created by the Colombian Ministry of Education. This is the case of the Embera Chamí students in Florencia, Caquetá whose conditions for learning English differ from those of monolingual Spanish students. The purpose of this study is to analyze the difficulties and the advantages of learning English through task- and project-based learning in bilingual indigenous students. The analysis of the study was developed through the method of systematization of experience. Results suggest that the two learning approaches enhanced indigenous students’ speaking skills and facilitated vocabulary recognition. However, the students mentioned being more interesting in learning English for specific purposes.

scholarly journals Implementing Indigenous Education Policy Directives in Ontario Public Schools: Experiences, Challenges and Successful Practices

2017 ◽  
Vol 8 (3) ◽  
Author(s):  
Emily Milne
Keyword(s):  
Public Schools ◽  
Student Success ◽  
Indigenous Education ◽  
Policy Implications ◽  
Policy Framework ◽  
Ministry Of Education ◽  
Indigenous Students ◽  
Indigenous Student ◽  
Material Policy ◽  
Indigenous Educators

The Ontario Ministry of Education has declared a commitment to Indigenous student success and has advanced a policy framework that articulates inclusion of Indigenous content in schooling curriculum (Ontario Ministry of Education, 2007). What are the perceptions among educators and parents regarding the implementation of policy directives, and what is seen to encourage or limit meaningful implementation? To answer these questions, this article draws on interviews with 100 Indigenous (mainly Haudenosaunee, Anishinaabe, and Métis) and non-Indigenous parents and educators from Ontario Canada. Policy directives are seen to benefit Indigenous and non-Indigenous students. Interviews also reveal challenges to implementing Indigenous curricular policy, such as unawareness and intimidation among non-Indigenous educators regarding how to teach material. Policy implications are considered.

The Role of Using iPad Technology in Enhancing Students' Motivation toward Learning the English Language

2021 ◽  
pp. 89-98
Author(s):  
Ayat Tarazi ◽  
Susan Arafat
Keyword(s):  
English Language ◽  
Total Degree ◽  
Educational Tool ◽  
Ministry Of Education ◽  
English Classes ◽  
Positive Attitudes ◽  
Student’S Performance ◽  
Teachers Attitudes ◽  
Learning English

This study aimed to find out the role of the iPad in enhancing students' motivation towards learning the English Language. The findings of the study showed that there were improvements in the level of student's performance during English classes. It also showed that there were positive attitudes towards using iPad in learning English from the parents' perspectives. The results also showed that the total degree of teachers’ attitudes towards the use of iPad in motivating students towards learning the English language is dramatically increasing. Based on these results, the researchers recommended the Ministry of Education, and teachers of English to adopt the iPad as an educational tool in their teaching.

scholarly journals The Impact of Microsoft Teams’ App in Enhancing Teaching- Learning English during the Coronavirus (COVID-19) from the English teachers’ perspectives’ in Jenin city

2021 ◽  
Author(s):  
Tahani R. K. Bsharat ◽  
Fariza Behak
Keyword(s):  
English Language ◽  
Teaching Experience ◽  
Language Teachers ◽  
Significant Feature ◽  
Ministry Of Education ◽  
English Language Teachers ◽  
Teaching Learning ◽  
Teachers Perspectives ◽  
The Impact ◽  
Learning English

This study stresses the global impact of Microsoft teams’ app in enhancing teaching-learning English during the Coronavirus (COVID-19). As one of the preventive steps for transmitting coronavirus infection, the introduction of lockdown and social distancing has been implemented, resulting in complete paralysis of global activities. There exists a shift from the usual learning practice to online learning, especially the complete shutdown of the education system to comply with the academic curriculum. This can be cited with more online courses, workshops, meetings, etc. It should be remembered that, during this crisis, the world is fully dependent on information technology. The present research offers, therefore, an insight into the impact of Microsoft teams’ app in enhancing teaching-learning English during Coronavirus (COVID-19). Thus, the sample was chosen conveniently from the population of English language teachers and included (25) teachers, 56% of them were females, 52% ageing 31 to 40 years old, with 48% indicating a teaching experience over ten years questionnaire consisted of (15) items of one dimension developed by the researchers based on their experiences and the available literature, In addition, the teachers indicated that the most significant feature of Ms. Teams is that it enables students to share files and share content and that it includes screen sharing options that allow teachers the freedom to display what they choose during a class, indicating that it creates an interactive atmosphere between students, teachers and the community inside and outside the classroom. Furthermore, the researchers recommended using Microsoft teams’ app and giving the English language teachers, students, and parents online workshops on how to use the app, also for the ministry of education to adopt the app.

scholarly journals O inglês na visão dos alunos: um estudo de caso em uma escola pública

2017 ◽  
Vol 8 (1) ◽  
pp. 91
Author(s):  
Lucas Alves Selhorst ◽  
Rita de Cássia Medeiros De Carvalho
Keyword(s):  
Public Schools ◽  
Public School ◽  
English Language ◽  
Point Of View ◽  
The Future ◽  
Area Of Study ◽  
Out Of School ◽  
Learning English

There are many differences in the discussions about the study of English in public schools. Listening to the students can be a good and democratic way of reaching consensus on methods, efficiency, focus on lessons and what results are expected. Thus, the general objective of this article is to study the role of learning English from the point of view of the students of a public school. Therefore, in this research, we present the opinions of the students collected through questionnaires applied with fifty students from eighth and ninth grades from a public school in Tubarão-SC. It is clear the importance the majority of these students give to the English language as a useful area of study for their lives, realizing that the school needs some adjustments and recognizing the need to study English out of school, in the future or concomitantly.

scholarly journals Students’ Attitudes towards the Use of Slovene as L1 in Teaching and Learning of Business English at Tertiary Level

2017 ◽  
Vol 14 (1) ◽  
pp. 95-112
Author(s):  
Nataša Gajšt
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
English For Specific Purposes ◽  
Tertiary Level ◽  
Business English ◽  
English Only ◽  
Students Attitudes ◽  
Learning English

Over the past decades, the monolingual (English-only) approach to English language teaching and learning has prevailed. In recent years, however, the trend of using students’ first language (L1) in teaching and learning English as a foreign language has re-emerged. However, the research on the use of L1 in teaching English for specific purposes is far from extensive. The aim of this study was to investigate the use of Slovene as the students’ L1 in teaching and learning Business English at tertiary level. The specific objectives were to determine the students’ attitudes towards the teachers’ and the students’ use of Slovene during Business English lessons and the students’ use of Slovene in learning Business English. The present study was quantitative, with data gathered via a questionnaire. The results show that, on the one hand, there is some inclination towards the use of L1 both in class and during their study of Business English. On the other hand, the preference towards the use of predominantly (or exclusively) English in class is also present and is positively correlated with the level of students’ knowledge of English. The results are of value to English language teachers as they suggest the contexts in which students’ L1 could be used in the process of teaching and learning English for specific purposes.

scholarly journals The Effect of Project-Based Learning on First-Year Undergraduate Students in English for Specific Purposes (ESP) Courses

2020 ◽  
Vol 10 (4) ◽  
pp. 227
Author(s):  
Aziza Kavlu
Keyword(s):  
Academic Achievement ◽  
Undergraduate Students ◽  
English Language ◽  
Teaching Method ◽  
Learning By Doing ◽  
Project Based Learning ◽  
English Language Teaching ◽  
English For Specific Purposes ◽  
Project Work ◽  
Efl Learners

Project-Based Learning is an approach that is significantly different from the conventional English Language Teaching method. PBL has been advocated as an effective instruction that promotes the simultaneous acquisition of language, content, and 21st-century skills to EFL (English as a foreign language) and ESL context. In this study researcher’s attempt is to integrate PBL (Project-Based Learning) approach, which incorporates authentic, learning by doing, problem-solving, critical thinking and team working skills with ESP (English for specific purposes) courses. The study aimed to investigate whether the PBL projects assist EFL learners in acquiring department related literature and information in the English language and the effect of project work on learners’ ESP course academic achievement. The study was conducted at Tishk International University, formerly known as Ishik University, in Iraq-Kurdistan Region with 2 Engineering (Architectural and Civil engineering) and Business and Management departments’ students. A mixed-method approach was designed to make the authentic interpretation of gained results. Quantitative and Qualitative instruments were utilized to probe the effect of PBL in the ESP course of undergraduate Iraqi EFL learners. The findings of this study reveal that PBL had a significant positive effect on acquiring department-related vocabulary and information in English as well as learners’ ESP course academic achievement showed statistically significant increment.

scholarly journals Public school students at a clear disadvantage in English language vocabulary production

Káñina ◽  
2020 ◽  
Vol 44 (2) ◽  
pp. 69-94
Author(s):  
Damaris Castro-García
Keyword(s):  
Public Schools ◽  
Public School ◽  
Private School ◽  
English Language ◽  
Teaching Methodology ◽  
Ministry Of Education ◽  
School Students ◽  
Public School Students ◽  
Minimum Number ◽  
Based Instruction

The aim of the present study is to offer a comparative perspective on the level of attainment of productive vocabulary in three different high school settings in the Costa Rican educational system. The study compares the results obtained in two tasks that demand controlled production and free productive vocabulary from students who attend these schools. The vocabulary was measured through the Productive Vocabulary Levels Test (PVLT) and a free composition, respectively. The first school is a school where content based instruction is implemented. The second school, a semi-private school, offers more hours of instruction of English as a Foreign Language than the minimum required by the Ministry of Education, although English is not used to teach non-language subjects. In the third school, a public school, the minimum number of hours officially required is offered to the students (532 hours). The results in the controlled productive vocabulary task and in the free composition favor, by far, the performance of the students who are taught using English as a medium of instruction. These results point to a much-needed change in the teaching methodology of EFL in Costa Rica, especially when it comes to the teaching practices implemented in most public schools.

scholarly journals English for specific purposes in the curriculum of vocational secondary schools

Bastina ◽  
2020 ◽  
pp. 157-177
Author(s):  
Jelena Rajović ◽  
Milica Spasić-Stojković
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Technological Development ◽  
English For Specific Purposes ◽  
Vocational Schools ◽  
Ministry Of Education ◽  
Western Balkans ◽  
Starting Point ◽  
The Republic ◽  
Education Science

The curriculum is the starting point for effective teaching planning. The outcome of the teaching process in secondary vocational schools depends, to a large extent, on the conception of the curriculum prescribed by state bodies, which is the case with most countries of the Western Balkans, including Serbia. The paper deals with the issue of English for specific purposes in secondary vocational schools, the representation of English for specific purposes in the curriculum of secondary vocational schools in Kosovo and Metohija, which are under the jurisdiction of the Ministry of Education, Science and Technological Development of the Republic of Serbia. The research describes approaches to curriculum development and planning for English for specific purposes. The analysis of plans and programs for the English language showed that the needs of students of vocational secondary schools of technical orientation in terms of English for specific purposes are not fully met. The research defines the components that are important to include in order to harmonize goals, forms and educational activities that will improve students' knowledge and prepare them for future professional roles.

scholarly journals THE RIGHT MIX OF APPROACHES IN THE ENGLISH LANGUAGE TEACHING: ACHIEVING DESIRED LEARNING OUTCOMES IN THE ESP CLASSROOM

2020 ◽  
Vol 5 ◽  
pp. 558
Author(s):  
Oleh Topuzov ◽  
Oleksandr Malykhin ◽  
Nataliia Aristova
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
English Language ◽  
Language Teaching ◽  
English For Specific Purposes ◽  
Learning Approaches ◽  
Teaching Approaches ◽  
Teaching English ◽  
Scientific Publications ◽  
Advantages And Disadvantages

The proposed study is focused on solving research questions concerning a common understanding of methodology in teaching English for Specific Purposes and language teaching approaches application in instruction process. The novelty of the paper lies in the theoretical substantiation of the necessity to apply the combination of competence-based, action-oriented and blended-learning approaches in the ESP classroom for improving ESP students’ languages competence regarded in our study as desired learning outcomes. The research is theoretical in nature and comprises the theoretical review of scientific literature aimed at understanding how methodology is conceived by scientists and ESP practitioners. The theoretical review contains the analysis of scientific publications and methodological materials on teaching English for Specific Purposes at higher education institutions. The authors also analyze the most trusted language teaching approaches, principles they are based on, learning outcomes they are aimed at in the ESP classroom, the advantages and disadvantages of their use in instruction process. The analysis of the most trusted language teaching approaches makes it possible to declare that the combination of competence-based, action-oriented and blended-learning approaches plays a crucial role in providing ESP students with improved languages competence.

Factors Associated in EFL Learning Process Bachelor’s Degree in education at UNAPEC University, Dominican Republic

2020 ◽  
Vol 03 (11) ◽  
Author(s):  
Santa Cabrera ◽  
Keyword(s):  
Public Schools ◽  
Dominican Republic ◽  
General Education ◽  
Information And Communication Technologies ◽  
Personal Development ◽  
English Language ◽  
Foreign Languages ◽  
Ministry Of Education ◽  
The Individual ◽  
The Right

Education in the Dominican Republic is regulated by the Ministry of Education, in accordance with the General Education Law 66-97, which guarantees the right of all the inhabitants of the Dominican Republic to education. In pre-university level curricular design, English is one of the nine subjects taught in public school, so that learning English from an early age (5th grade of primary school) is part of the purpose. of said design. Dominican schools, however, most public schools begin their first contact with the English language, students are approximately between 9 and 10 years old, which translates into a certain delay in coming into contact with this language. According to what was published on February 11, 2013 by the Ministry of Education of the Dominican Republic entitled: «Identification of advances in the scientific and literary disciplines associated with the area of Foreign Languages that must be taken into account for the revision and updating of the curriculum . », Final Product, it is proposed that learning foreign languages responds to a fundamental need in the training of the citizen of these times, since it develops the communicative competence of students so that they can understand and express themselves efficiently, orally and in writing, with members of other societies in different contexts. Likewise, respect and appreciation of one's own cultural identity and that of other societies, as well as plurality, both in the local and global environment, is encouraged. Likewise, learning a foreign language contributes to the personal development of students because: It facilitates the search and processing of information and a more efficient use of Information and Communication Technologies. -It expands the cultural universe of the individual, by enabling greater exchanges of artistic, scientific, historical and technological productions that humanity has been building. It facilitates access to more and better opportunities in the educational, labor and professional areas. -Favors the development of linguistic and met linguistic awareness, concept formation, logical reasoning, creativity, and skills. All these reasons create the perfect environment so that the development of language skills is of vital importance not only for students, but for all Dominican citizens.

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