Teaching and Learning English in Costa Rica: A Critical Approach

Critical Approach ◽

Power Difference ◽

Language Classrooms ◽

Teaching Programs ◽

English teaching programs, particularly in foreign language contexts focus on linguistic and methodological aspects rather than on ideological ones, in spite of their importance to examine the political nature of teaching and learning English because it connects language classrooms to larger social dynamics. Critical applied linguistics is an approach that addresses “questions of power, difference, access, and domination,” and how they are produced. This articles explores the social, national, and global forces that shape English language teaching in Costa Rica. Los programas de enseñanza del inglés, en especial los de su enseñanza como idioma extranjero, se centran en aspectos lingüísticos y metodológicos; no en los ideológicos, no obstante su importancia para analizar las relaciones entre aspectos pedagógicos y procesos sociales dinámicos más extensos. La lingüística aplicada crítica estudia «cuestiones de poder, diferencia, acceso y dominación» y la manera en que estos elementos se producen. Se exploran las fuerzas sociales, nacionales e internacionales que dan forma a la enseñanza y adquisición del inglés en Costa Rica.

Investigating the Emergence of Digital Platforms for Listening Learning Proficiency

Al-Lisan ◽

10.30603/al.v7i2.2217 ◽

2021 ◽

Vol 6 (2) ◽

pp. 209-224

Author(s):

Tira Nur Fitria

Keyword(s):

Teaching And Learning ◽

English Language ◽

British Broadcasting Corporation ◽

Listening Skills ◽

Voice Of America ◽

Digital Platforms ◽

British Council ◽

Listening Strategies ◽

This study investigates the use of any platforms in English language teaching and learning, especially in listening skills. This research design is qualitative. From the result, it shows that some technologies available both online or offline include applications or platforms that provide many choices for listening to English, they are. 1) Music platform. These platforms can be found in PlayStore, such as Joox and Spotify recommends songs for listening skills. 2) Youtube channel. Many YouTube channels for learning English listening skills include 1) Voice of America (VOA), BBC Learning English, Learn English with TV Series, English with Lucy, and Oxford Online English. 3) Podcasts. Both BBC (British Broadcasting Corporation) and VoA (Voice of America). These Podcasts offer listening skills. The other podcasts are “The English We Speak, Podcast in English, Better at English, Luke’s English Podcast, Espresso English Podcast, Anchor FM” etc. 4) Websites that are pretty representative in practicing the listening skills such as Sound English, ESL-Lab, English listening, Ello, learn English British Council, Daily ESL, Story Nory, Story Line, which can be accessed. Learning English through several applications above can be an alternative for students in practicing and improving their English listening skills. Listening exercises can be carried out by using interesting listening strategies when learning English. It depends on the teachers/lecturers who teach listening subjects and the students who learn English materials.

Using Total Physical Response (TPR) Method on Young Learners English Language Teaching

Metathesis Journal of English Language Literature and Teaching ◽

10.31002/metathesis.v3i1.1223 ◽

2019 ◽

Vol 3 (1) ◽

pp. 26

Author(s):

Cicih Nuraeni

Keyword(s):

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Word Choice ◽

Young Learners ◽

Teachers And Students ◽

Post Test ◽

Physical Response ◽

The purpose of this study was to describe the use of Total Physical Response (TPR) method on young learners English Language Teaching (ELT) at Panti Asuhan Yauma. The method of the research is descriptive qualitative. In this research the researcher describes the activities carried out by teachers and students by using TPR method. The data resources are from teacher and students in Panti Asuhan Yauma Jakarta. The class consists of 30 students which their ages were around 5 to 11 years old. The data collected through observation in learning activities. The instruments were pre-test and post-test with 2 (two) criterion being assessed, namely vocabulary and comprehension. They were divided into 5 (five) elements such as accuracy of word, understanding each word, word choice, understanding the meaning, and speaking easily. The results showed that there was an improvement in vocabulary score about 27.40 and comprehension score about 28.77. The research finding first showed that when using the TPR method children enjoyed and were also very active in learning English. The researcher hopes that the study contributes to the activities of teaching and learning English, especially teaching English for young learners. It was proved by the score from pre-test and post-test.

Counteractive Measures for the Tribulations Faced by Intermediate Students of Selected Colleges of Lucknow, While Teaching and Learning English

Journal of Language Teaching and Research ◽

10.17507/jltr.1003.15 ◽

2019 ◽

Vol 10 (3) ◽

pp. 516

Author(s):

Mohammad Owais Khan

Keyword(s):

Language Learning ◽

Language Proficiency ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

College Education ◽

Uttar Pradesh ◽

Intermediate Students ◽

The present study attempts to highlight the issues related to the Tribulations and Counteractive measures for teaching and learning English to Intermediate students of Lucknow, Uttar Pradesh (UP), India. The language policy in intermediate college education emerged as a social and personal problem. The quality of English Language teaching in majority of Indian Intermediate Colleges presents a very appalling picture. Teachers’ language proficiency, exposure to language and teaching materials is major concerns for quality English language learning. In reality intermediate students’ situation in UP is very difficult. They don’t have good opportunities as the big cities’ students have. These students consider English as a subject not as a language. So they focus only on examination not on the learning. This is an area which needs proper investigation. This study and the remedial measures suggested at the end will hopefully help students and teachers in learning and teaching English easily and appropriately. The study will also be useful for teachers, scholars, course designers and material producers of English language teaching.

Problems of Teaching and Learning English as a Foreign Language in South Yemen: A Case Study of Lahj Governorate

ELS Journal on Interdisciplinary Studies in Humanities ◽

10.34050/els-jish.v2i4.7458 ◽

2019 ◽

Vol 2 (4) ◽

pp. 485-492

Author(s):

Sabri Thabit Saleh Ahmed ◽

Bushra Thabit Ahmed Qasem

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Teaching Aids ◽

Proficiency Level ◽

Efl Teaching ◽

Learning English ◽

Language Teaching And Learning

The task of teaching and learning English as a foreign language is not an easy task as there are many factors that may contribute positively or negatively to its success. In the context of this study, most school-leavers have very poor English, especially when looking at their oral skills. This indicates that there are some problems that EFL learning and teaching encounter, and then such problems are reflected in students’ proficiency level. This study, therefore, explored the problems encountering EFL teaching and learning in Lahj primary and secondary schools to identify such problems and suggest some solutions that may help in improving English language teaching and learning in the concerned schools. Data were collected from 32 EFL senior teachers and supervisors of Lahj governorate. Findings showed that large classes, lack of teaching aids, teachers’ low proficiency in English, teachers’ limited experience with communicative language teaching, late beginning of learning English, lack of focus on oral communicative English, use of mother tongue in classroom, students’ low motivation and interference between English and Arabic are considered as major problems encountering English language teaching and learning in the concerned South Yemeni schools and contribute negatively to students’ proficiency level. The study has provided some recommendations that may help in improving EFL teaching and learning in the concerned schools and in Yemeni schools generally.

PROMOTING TOTAL PHYSICAL RESPONSE (TPR) METHOD ON EARLY CHILDHOOD ENGLISH LANGUAGE TEACHING

Jurnal Penelitian Humaniora ◽

10.23917/humaniora.v20i2.7144 ◽

2019 ◽

Vol 20 (2) ◽

pp. 67-79

Author(s):

Cicih Nuraeni

Keyword(s):

Early Childhood ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Word Choice ◽

Teachers And Students ◽

Post Test ◽

Physical Response ◽

The purpose of this study was to describe the use of Total Physical Response (TPR) method on early childhood English Language Teaching (ELT) at Panti Asuhan Yauma Jakarta and to know the students’ response after learning English using TPR method. The method of the research is descriptive qualitative. In this research the researcher describes the activities carried out by teachers and students by using TPR method. The data resources are from teacher and students in Panti Asuhan Yauma Jakarta . The class consist of 6 students which their age was around 5 to 11 years old. The data collected through observation and interview both teacher and students. The instruments were pre-test and post-test with 2 (two) criterion being assessed, namely vocabulary and comprehension. They were divided into 6 (six) elements such as accuracy of word, understanding each word, word choice, understanding the meaning, speaking easily,and intonation. The results showed that there was any improvement on vocabulary score about 26.16 and comprehension score about 27.16. The research finding firstly showed the TPR method was able to be applied to children because they enjoyed and were also very active in learning English. The researcher hopes that the study contributes to the activities of teaching and learning English, especially teaching English for early childhood. It was proved by the score from pre-test and post-test.

Integrating Cloud World Synergy in ELT to Adults: Perspectives of Handheld Technologies

International Journal of Interactive Mobile Technologies (iJIM) ◽

10.3991/ijim.v13i10.10783 ◽

2019 ◽

Vol 13 (10) ◽

pp. 150

Author(s):

Mohammed Abdulgalil Abugohar ◽

Kamariah Yunus ◽

Ghaleb Rabab'ah ◽

Tarig Awad Eltahir Ahmed

Keyword(s):

Mobile Devices ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Virtual Community ◽

Modern Technology ◽

Target Language ◽

Language Classrooms ◽

The Rich

The outcomes of modern technology have turned real-world interaction into a virtual community, then into a cloud one. These giant leaps aided by the excitement created by the possibilities inherent in learning through handheld technologies made using mobile devices in English language teaching (ELT) indispensable. This paper is aimed to deeply overview available handheld technologies and their features that can enable teachers in their mission. It investigates the synergy of a group of mobile devices of smartphones, tablets, iPods, iPads, E-readers, and classroom response systems, among others. These devices have been effective in everyday activities, and are expected to enrich ELT, especially in communities where there is a lack of community of practice (CoP) on the target language. To this aim, this paper was cored around reviewing the potential handheld technologies have in language classrooms. The main data were obtained from the rich body of literature, shedding more light on their properties in creating interactive communication in and out of classrooms. The findings revealed that handheld technologies can be successfully integrated into English language teaching and learning. Pedagogically, teachers are encouraged to exploit mobile devices into their classroom practices after closely testing their specifications, and scanning their advantages and shortcomings.

Six Technological Innovations That Changed English Language Teaching

International Journal of Information and Communication Technologies in Education ◽

10.2478/ijicte-2019-0003 ◽

2019 ◽

Vol 8 (1) ◽

pp. 30-38

Author(s):

Bekešová Jana ◽

Romanová Iveta

Keyword(s):

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

English Teachers ◽

Point Of View ◽

Technological Innovations ◽

Opposite Point ◽

The Difference ◽

Abstract The paper focuses on six technological innovations which have influenced English language teaching and learning. Their potential is analysed and the way suggested how they could be creatively used. In the research part, authors introduce the most popular ones among English teachers and present those they would like to apply within the lessons. Being able to analyse the opposite point of view as well, small number of English students were asked which of these technological tools their English teachers use the most and on the other hand, would like to experience when learning English. In addition, we compare the difference in their choice when teaching and learning English at primary and secondary school.

PERSEPSI SISWA SEKOLAH MENENGAH ATAS TENTANG PENGGUNAAN SMARTPHONE SEBAGAI MEDIA PEMBELAJARAN BAHASA INGGRIS

Prosiding Seminar Nasional Pendidikan KALUNI ◽

10.30998/prokaluni.v2i0.53 ◽

2019 ◽

Vol 2 ◽

Author(s):

Irma Wahyuni

Keyword(s):

Teaching And Learning ◽

English Language ◽

Research Result ◽

Smart Phone ◽

Survey Study ◽

Narrative Form ◽

Digital Learning ◽

Smartphone Use ◽

In her previous-related study the researcher discussed about the digital learning model aiming at educating Indonesian students and English language teaching and learning practitioners in increasing the listening and speaking skills in English (Wahyuni, 2017). Meanwhile in this research, the researcher focused on the students’ perception on the use of smartphone as an English learning media especially for Indonesian Secondary High School (SMA) students. This is the type of concurrent mix (combination) research whose qualitative method is more highly used than its quantitative method. Data collecting techniques in this research are survey study with Likert-scaled questionnaire, direct observation, and interview. The survey result then classified and ranked statistically to know the frequency level of the smartphone use in learning English as well as to encounter students’ perception on it.To present more comprehensive data and information, the research result then quantitatively illustrated in an appropriate chart or diagram, and qualitatively described in narrative form. The implication about the use of smart phone is presented as well to give more insightful view for the students or teachers about how to maximize the advantages of smart phone media in learning English.

The Effect of Psychological Factors on English Speaking Performance of Students Enrolled in Postgraduate English Language Teaching Programs in Pakistan

Global Language Review ◽

10.31703/glr.2020(v-ii).11 ◽

2020 ◽

Vol V (II) ◽

pp. 101-114

Author(s):

Habiba Qureshi ◽

Fareeha Javed ◽

Sana Baig

Keyword(s):

Psychological Factors ◽

English Language ◽

Language Teaching ◽

Postgraduate Students ◽

Language Classrooms ◽

Speakers Of Other Languages ◽

Speaking Performance ◽

Almost All ◽

Teaching Programs

This research attempted to identify the psychological factors that affect the speaking performance of students enrolled in Postgraduate English Language Teaching programs in Pakistan. A quantitative approach was used to address the main aim of this study. The participants of the research were 100 postgraduate students enrolled in English Language Teaching (ELT) and Teaching English to Speakers of Other Languages (TESOL) programs of public sector higher education institutions and universities in Pakistan. The findings revealed that many students in this study reported finding it difficult to speak in English in foreign language classrooms due to psychological factors like lack of selfconfidence, lack of self-esteem, fear of making mistakes, shyness, anxiety and motivation mainly. The findings also revealed that almost all the psychological factors are interlinked with each other and have a direct effect on the speaking performance of the students in this study.

THE USE OF ICT IN ESL CLASSROOMS IN MANIPUR

Social Sciences, Humanities and Education Journal (SHE Journal) ◽

10.25273/she.v2i2.8898 ◽

2021 ◽

Vol 2 (2) ◽

pp. 147

Author(s):

Rosy Yumnam

Keyword(s):

Information And Communication Technology ◽

Communication Technology ◽

Teaching And Learning ◽

English Language ◽

Northeast India ◽

Independent Learning ◽

Ict In Education ◽

Information And Communication ◽

The use of Information and Communication Technology (ICT) in education has increased manifold in the present times. The role and use of ICT as a tool for English Language Teaching (ELT) is increasingly explored by educators as they assist in creating collaborative and independent learning environment. ICT plays a pertinent role in enhancing motivation, creativity and critical thinking of the learners. In the study, the attitudes of the students and teachers of the secondary schools of Manipur, a state in northeast India towards using ICT in teaching and learning English language are investigated. The paper aims to make the teachers and learners aware of the use of ICT in English as a Second Language (ESL) classroom. Through the questionnaires administered to both teachers and learners, the importance and challenges in the pedagogy of ELT using ICT is identified and discussed. The findings of the survey indicate that most of the teachers and learners held positive approach towards integrating ICT in teaching and learning English language.