scholarly journals Blogging in a teaching skills course for pre-service teachers of English as a second language

2011 ◽  
Vol 27 (4) ◽  
Author(s):  
Yonca Ozkan
Keyword(s):  
Prospective Teachers ◽  
English Language ◽  
Language Skills ◽  
English Language Teaching ◽  
Teaching Skills ◽  
Classroom Setting ◽  
Face To Face ◽  
Teaching Language ◽  
Individual Perceptions ◽  
Social Wellbeing

<span>Few question the benefits technology provides for learners, teachers and administrators. Yet, few touch on what undesirable effects it may have on individuals' educational and social wellbeing. Based on this premise, this study aims to provide a fair picture of a group of English Language Teaching (ELT) students reflecting on their experience drawn from a blogging facility used as a platform for sharing and commenting on peer performance in classroom setting. The participants consisted of prospective teachers of English who were being educated at the ELT Department of University of Çukurova, and received a two-term (eight months) course of </span><em>Teaching Language Skills</em><span> in 2008-2009 and 2009-2010 academic years. Following each course session, participants were invited to make comments on a blogging platform; at the end of each term, all expressed individual perceptions on this experience, both on the blog and in face to face interviews, some coming up with positive and some with negative views. The study may have significant implications for courses aiming to make use of this facility as part of the syllabus.</span>

Digital literacies: A strategy of pedagogy for English language teaching to technical undergraduates

2021 ◽  
pp. 518-526
Author(s):  
Narendra Kumar Jangir ◽  
Amol R. Bute ◽  
Amit Bansode
Keyword(s):  
English Language ◽  
Engineering Students ◽  
New Literacies ◽  
Language Teaching ◽  
Language Skills ◽  
English Language Teaching ◽  
Language Skill ◽  
Traditional Classrooms ◽  
Rural Location ◽  
Teaching Language

English language teaching for the engineering students in under-develop colleges of rural location encounters challenges of resources. Even the task of imparting necessary language skills becomes difficult with the help of traditional classrooms. The syllabuses for professional courses are designed to comprehend the language skill to cop-up with the entire degree course and face the placement process towards the end of the course. Hence, the paper would be discussing the solution to the problem of the lack of facilities in teaching language to the professional undergraduates in under-develop colleges. It would also bring out the scope of discovering beyond basic software programs on the computer like Grammarly and Ginger, instead discusses the implication of new literacies in learning a language in the classroom of professional college.

scholarly journals PLATFORMS, PROBLEMS AND SOLUTIONS OF ONLINE ENGLISH LANGUAGE TEACHING AT VOCATIONAL HIGH SCHOOL

JURNAL BASIS ◽  
2021 ◽  
Vol 8 (2) ◽  
pp. 299
Author(s):  
Fajar Kristina ◽  
Syahrial Syahrial ◽  
Wisma Yunita
Keyword(s):  
High School ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Descriptive Analysis ◽  
English Language Teaching ◽  
Vocational High School ◽  
Additional Time ◽  
Teaching Language ◽  
Problems And Solutions

The study aimed to discover and to describe online learning platforms used, the problems faced and the solutions that offered by the English teacher in Vocational High School. The descriptive qualitative research was used as the research design in order to describe in detail the issues which had been discovered. The researcher selected 7 English teachers from each state vocational high school of Bengkulu city as the representative sample for this research. The instrument of this research was the interview guideline and data were collected by using the interview. After collecting the data, the researcher analyzed the data by using descriptive analysis. The result Google classroom and WhatsApp were effective platforms to have online English language teaching in the pandemic era, especially, for the students at the vocational high school. The problems of using the platforms were the internet connection, lack of students’ motivation, lack of students’ understanding, and inefficient teaching time. While the problems of teaching language skills through the use of platforms were miss understanding and lack motivation, in adequate time, lack of interaction, and overload the use of data plan. The solution that the teacher used for solving the use of platform were providing the extended time and offline module or having face to face class. However for solving the problems of teaching language skills, the teachers did Whatsapp discussion, peer feedback and having question and answer session in Whatsapp, decreasing listening activity and providing additional time for writing.

scholarly journals Exploring Students’ Readiness on English Language Blended Learning

2021 ◽  
Vol 16 (4) ◽  
pp. 161
Author(s):  
Fazlinda Hamzah ◽  
Soo Yew Phong ◽  
Mohd Azlan Shah Sharifudin ◽  
Zainab Mohd Zain ◽  
Mahdalela Rahim
Keyword(s):  
Blended Learning ◽  
English Language ◽  
Traditional Classroom ◽  
English Language Teaching ◽  
Classroom Setting ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Face To Face ◽  
Directed Learning ◽  
Learning English

Blended learning approach has gained popularity around the globe and blended English language teaching has become a matter of considerable interest. Many higher education institutions have adopted the approach, and this raised a question of readiness among the students involved. The study aimed at investigating the students’ readiness on English language blended learning. A total of 137 students of different courses from a public university in Melaka participated in the study. They were asked to answer a questionnaire which involved five aspects to measure the students’ readiness on English language blended learning such as technical abilities, technological accessibility, self-directed learning, attitude towards traditional classroom setting and attitude towards blended classroom setting. Six students were then selected to be involved in semi-structured interviews to identify students’ views on English language blended learning. The study found out that students have low levels of readiness on English language blended learning in which they scored 3.28 to 3.54 in attitude towards blended classroom settings compared to their scores in attitude towards traditional classroom settings which are all above 4.00. The interviews revealed the reasons behind the results obtained from the questionnaire and one of them is that they enjoy learning English in a traditional classroom since face to face communication with their instructors allows them to remember better as well as enables them to gain more in-depth understanding of a lesson.   Keywords: Blended learning, English language, Students’ readiness

scholarly journals Students as Designers of E-book for Authentic Assessment

2019 ◽  
Vol 16 (1) ◽  
pp. 23
Author(s):  
Raja Maznah Raja Hussain ◽  
Khalid Khamis Al Saadi
Keyword(s):  
English Language ◽  
Methodological Approach ◽  
Authentic Assessment ◽  
English Language Teaching ◽  
Postgraduate Students ◽  
Face To Face ◽  
Authentic Assessments ◽  
Peer Reviewers ◽  
Collaborative Learning Environment ◽  
Positive Experiences

Purpose â€“ The purpose of this study is to examine the elements that determine students’ success as designers of an e-book by means of an authentic assessment in a collaborative learning environment. A total of 11 English Language Teaching (ELT) postgraduate students were involved as designers, writers and peer reviewers of the e-book project. Methodology â€“ Data was gathered based on a qualitative methodological approach, via face-to-face discussions, WhatsApp groups, Moodle classes and reflections from students’ e-portfolios. The data was analyzed using content analysis procedures where it was read carefully to understand emerging themes. It was then coded and labeled manually in relation to the aims of the study and its theoretical framework. Findings â€“ The analysis suggested that the students had positive experiences where they became self-publishers while engaged in designing learning experiences via integrating technology. The use of authentic assessments enabled them to develop teamwork, to become motivated and self-directed learners with autonomy. Significance â€“ The outcome of this research will help course designers and program developers to integrate authentic assessments that are relevant to the current needs of students. 

scholarly journals An Empirical Evaluation of Two College English Textbooks in China Based on the China Standards English Framework

2021 ◽  
Vol 12 (3) ◽  
pp. 323-337
Author(s):  
Xinying Li ◽  
Marilyn Fernandez Deocampo
Keyword(s):  
English Language ◽  
Language Skills ◽  
Empirical Evaluation ◽  
Language Teachers ◽  
English Language Teaching ◽  
Comparable Data ◽  
College English ◽  
Textbook Evaluation ◽  
English Textbooks ◽  
Local Students

It is generally known that textbook is the first and the most vital tool for teachers to proceed with successful English language teaching activities. Hence, it is indispensable for all language teachers to evaluate books critically and choose a suitable textbook. This article aimed to explore the different features of two famous college English textbooks utilized in the researcher’s school of Wenshan University, Yunnan, China, in alignment with the China Standards English framework, and whether the two books satisfied local students’ needs and proficiency. It is hoped to provide an empirical example of textbook evaluation from a Chinese context and inspire local teachers to make possible improvements during evaluating and selecting a textbook. To achieve the objective, a checklist aligned with the framework and a questionnaire was utilized for the collection of comparable data. Moreover, content analysis and percentage were used during the analysis of the two textbooks and students’ perception about the textbooks, respectively. Results of the evaluation indicated that the two books are not aligned with the China Standards English framework suggested levels. Both textbook levels tend to be lower than the framework demanded levels, namely level five and six. Students also implied that the textbooks are accessible and seem not to help their language skills improvement. The recommendation is that these textbooks need to be adapted and modified for the English educational practices to suit local students’ needs and English proficiency to achieve the China Standards English suggested levels.

STEM for English Language Teaching

2020 ◽  
pp. 99-117
Author(s):  
Bilge Akıncı
Keyword(s):  
Action Research ◽  
21St Century ◽  
Research Method ◽  
Teacher Research ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Descriptive Study ◽  
English Language Teaching ◽  
Teaching Process

This chapter presents an example of STEM and English language teaching integration. In this study, it was aimed to improve students' English language skills and increase their engagement with the appliance of STEM. In this descriptive study, a way of integrating STEM into the language teaching process was explained with an applied example. The research is of qualitative design with the implementation of action research method. As a result, the implementation improved students' language skills and gave students the chance of using knowledge of other disciplines in English courses while increasing their engagement. Additively, the implementation developed students' 21st century skills. It is thought this study can be an inspiration for English teachers to apply various approaches in their teaching processes. In addition, the study can be accepted as an example of the contribution of STEM to English language teaching process. Moreover, the study is a representation of teacher research, and this research can be assessed as an inspiration for teachers to turn their practices into research.

Language Skills Training through Mobile Apps

2017 ◽  
pp. 142-167
Author(s):  
Revathi Viswanathan
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
English Language ◽  
Mobile Apps ◽  
Language Skills ◽  
Skills Training ◽  
Language Teachers ◽  
English Language Teaching ◽  
Mobile Assisted Language Learning

With the advancement in technological tools and devices, language teachers can foster learning of communication skills through mobile devices. There is a growing interest among students to use the latest gadgets for getting connected with their peers. It must be admitted that the usage of these devices would bring in a real revolution in the teaching and learning process. It has been widely accepted that mobile learning promotes students' active participation. Teachers also now understand that one of their responsibilities is to create more opportunities to make their students practice language skills. Although numerous researches has been done in the field of English Language Teaching in India, research on mobile assisted language learning is still in an infancy stage. In this chapter, the author discusses the possibility of offering training through mobile apps, based on research she conducted recently.

scholarly journals Readers’ interactions in an online reading group

2017 ◽  
Vol 19 (4) ◽  
pp. 129
Author(s):  
Christina Lima
Keyword(s):  
English Language ◽  
Electronic Version ◽  
English Language Teaching ◽  
Online Reading ◽  
Reading Group ◽  
Distinctive Features ◽  
Face To Face ◽  
Online Discussion Forum ◽  
Communicative Strategies ◽  
Face Reading

This study is an investigation of readers’ posts to an online discussion forum devoted to the discussion of short stories and poems. It was conducted in an online reading group, which is an electronic version of a face-to-face reading circle. The ELT Online Reading Group (ORG) aimed at promoting the development of reading skills and the reading of literature among teachers, trainee teachers and other professionals in the field of English language teaching (ELT). This paper focuses on the multi-layered relationships between readers in the group by looking at the distinctive features of participants’ posts. Results suggest that there is a dialogical orientation in the communicative strategies participants employ in the forum and that factors that contribute to successful discussions include the selection of texts, a range of different opinions in the group, and the diversity of background contexts and information that participants brought to the discussions.

scholarly journals Impact of English Language Teaching and Learning through Language Laboratory in Engineering in Nepal

2014 ◽  
Vol 10 (1) ◽  
pp. 94-103
Author(s):  
Rup Narayan Shrestha ◽  
Bharat Pahari ◽  
Jai Raj Awasti
Keyword(s):  
Language Learning ◽  
Present Article ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
English Language Teaching ◽  
Research Articles ◽  
Future Research ◽  
Language Laboratory ◽  
Job Opportunities

The present article discusses the importance of language, in general, and English, in particular, in the context of engineering education in Nepal. It mainly discusses the importance and application of language laboratory for the enhancement of skills and proficiency of English language in the learners of Bachelor's level in engineering in Nepal. The main objective of the present article is to highlight the importance of teaching and learning of English language in the B.E. level in engineering by using language laboratory. In course of the present study, literature available in different accessible sources was reviewed for collecting necessary data and designing theoretical framework for the same. From the study, it has been found that language laboratory is tremendously helpful in creating favourable atmoshphere for language learning and helping the learners to acquire necessary language skills useful to them in sharpening their study at present and streamlining their research and innovative activities in their further studies in the future. English language is now the language of worldwide communication, and therefore, it is very essential for the students of engineering to be proficient in communication through English not only for grabbing job opportunities open at present but also to furthering their future research and innovative endeavors and publishing their reports and research articles based on them. Language Laboratory is highly instrumental for attaining ample proficiency in English language, the means of global communication.DOI: http://dx.doi.org/10.3126/jie.v10i1.10882Journal of the Institute of Engineering, Vol. 10, No. 1, 2014, pp. 94–103

scholarly journals Needs Analysis on the Improvement of English for Informatics Courses Based on the Perception of Non-English Teachers of State Polytechnic of Malang

JET ADI BUANA ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 1-12
Author(s):  
Atiqah Nurul Asri ◽  
Farida Ulfa ◽  
Satrio Binusa Suryadi
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Course Design ◽  
English Language Teaching ◽  
Needs Analysis ◽  
Teaching Skills ◽  
Online Questionnaire ◽  
Teaching Preparation ◽  
It Department ◽  
Teaching Learning

The purpose of the present study was to reveal the needs analysis commissioned by the Information Technology Department regarding the non-English teachers’ perceptions on the teaching and learning practices of the English language in the department. The study employed an online questionnaire and interview to 23 IT teachers. The questionnaire covered  the five categories, namely English Language Teaching at IT Department, Language Skills and Components, Teaching Learning Activities, Teaching Skills, IT related topics should be included and Assessments. It used Likert Scale ranging from 1-4 showing disagree to really agree. In addition, the interview utilized a prompt designed beforehand to get the necessary advice to formulate appropriate English language materials for IT students. The results revealed that the teachers needed a more efficient course design and development covering the design of the course syllabus, the creation of activities and materials, and the evaluation of learner progress. They are expected to provide insights as the basis for the improvement both on the teaching preparation and practices

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