scholarly journals DIGITIZING ENGLISH LESSONS: INCORPORATING INTERACTIVE PLATFORMS INTO CLASSROOM EDUCATION

2020 ◽  
Vol 1 (17) ◽  
pp. 41-47
Author(s):  
Olexandra Budilova ◽  
Alla Bilova
Keyword(s):  
Language Learning ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Skills Acquisition ◽  
General Outline ◽  
Classroom Activities ◽  
Success Stories ◽  
Classroom Education ◽  
Competence Acquisition

The article offers a general outline of particular online platforms that have proved effective for teaching and learning English as a second language in a regular classroom. A bigfocus is placed on activities each platform has to offer, as well as on various teacher access options and benefits. The idea behind this article is to share experience and disseminate success stories related to the use of these platform in our routine teaching practice. Since nowadays teaching focus has shifted from reproduction to competence acquisition, every competence implies certain skills and abilities that can be used for career and life success. One of these key competences is digital literacy, which can be developed through integrating technology into classroom activities. Alongside gaining appropriate digital skills, digital technology can significantly diversify the entire learning process and make language learning a combination of skills acquisition and pleasure.

scholarly journals English lecturers’ beliefs and practices in vocabulary learning

2020 ◽  
Vol 7 (2) ◽  
pp. 486-503
Author(s):  
Alpino Susanto ◽  
Yunisa Oktavia ◽  
Sri Yuliani ◽  
Pipit Rahayu ◽  
Haryati Haryati ◽  
...  
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Vocabulary Learning ◽  
New Technology ◽  
College Level ◽  
Beliefs And Practices ◽  
Classroom Activities ◽  
Learning Programs ◽  
The Right

Vocabulary has an important role in language learning at the college level, but in teaching practice, various obstacles are experienced by lecturers in implementing effective vocabulary learning. This study took place in Batam, Indonesia, and aims to investigate the English lecturers’ beliefs and practices in vocabulary learning; the phenomena of how they negotiate their teaching practices and what determines their choice of teaching methods when it comes to vocabulary learning. Five English lecturers from different universities were interviewed. The results of the interview were transcribed and analyzed based on the themes that appeared from data. The results showed that a requirement for practicality in class, curriculum, student atmosphere, and lecturers’ confidence in applying the right methods have effects on vocabulary learning. Lecturers have combined vocabulary learning with reading, writing, listening, and speaking in class. The main reference of a coursebook as the main guidance of the vocabulary learning varied between one class and another. All lecturers stated that they should find their own way to adopt external sources such as songs, vocabulary learning programs, and games to combine with their coursebook to beneficially meet the students’ preference. The new technology of teaching and learning is now part of classroom activities. Henceforth, this study concludes that the lecturers’ beliefs in the vocabulary learning approach are important. In practice, the lecturers need to combine them with various methods as the class situation do not always count on academic interests.

scholarly journals LANGUAGE LEARNING STRATEGIES: GENDER AND PROFICIENCY

2014 ◽  
Vol 13 (1) ◽  
pp. 104
Author(s):  
Idham Syahputra
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
Language Learning Strategies ◽  
Education Department ◽  
Classroom Activities ◽  
Cognitive Memory

This study described and examined on the current English language learning strategies used by Indonesian Students English Education Department enrolled at State Islamic University of Sultan SyarifKasim Riau in Indonesia. The subjects of the study were (99) male and female students still studying for their Undergraduate degree in English Education Department. The study investigates the frequency of strategies use among these students according to gender and proficiency variables. Proficiency is reflected by students’ learning level (i.e., sophomore, junior, senior), self-reported proficiency in English (i.e., the students’ university average in English courses) and language self-efficacy (i.e,. how good the students perceived themselves as English learners). The collecting data used Questionnaire adopted from Oxford (1990a), Mohammad Amin Embi (1996) danPolitzer (1993), interview lecturers about the language learning strategies used by students. The results of this study showed that State Islamic University of Sultan SyarifKasim, English Education Department used learning strategies with high to medium frequency, and that the highest rank (79.6%) was for Metacognitive strategies while the lowest (63%) was for compensation strategies and the others used cognitive, memory, affective and social. In general, the results showed that gender and proficiency had no significant differences on the use of strategies. Based on these findings, the researcher recommends that more training should be given in using Cognitive, Memory, Affective, social and Compensation strategies by embedding them into regular classroom activities or teaching and learning process

scholarly journals Digital Video Creation in the LSP Classroom

2018 ◽  
Vol 26 (1) ◽  
pp. 43 ◽  
Author(s):  
Ornaith Rodgers ◽  
Labhaoise Ni Dhonnchadha
Keyword(s):  
Language Learning ◽  
Digital Media ◽  
Undergraduate Students ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Digital Video ◽  
General Assumption ◽  
Strong Impact ◽  
Video Creation ◽  
High Level

<p>The twenty-first century world of digital media and multimodalities demands a rethinking of approaches to languages for specific purposes (LSP). This article seeks to determine the effectiveness of digital video creation as a teaching and learning tool in the LSP context through an investigation of students’ perceptions of the usefulness of this activity. The study is based on a digital video creation project carried out with a group of second year undergraduate students on the BSc in Biotechnology programme in NUI Galway who also study French as part of their degree programme. The findings are indicative of an overwhelmingly positive response from learners to this activity, both in terms of the development of language skills and other key social and professional skills. However, findings also warn that students’ digital competencies must not be over-estimated, despite a general assumption in technology-enhanced language learning research, that the current generation of students have a high level of digital literacy. This study highlights the pedagogical potential of digital video creation in the language classroom and demonstrates that it embraces many of the core elements underpinning progressive LSP pedagogy, by giving students the opportunity to keep pace with the multimodality afforded by digital media and by ensuring their language learning is both contextualised and authentic. It advocates the use of digital video creation in language learning and particularly in LSP, by highlighting the strong impact that this activity had on the participants in this study.</p>

scholarly journals Challenges of Applying the Teaching Methodology of (CELTA) Productive Skills in a Poor Learning Environment and a Fragile Infrastructure Region of Darfur, Sudan

2020 ◽  
Vol 8 (1) ◽  
pp. p53
Author(s):  
Dr. Abdulghani Eissa Tour Mohammed
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Educational Process ◽  
Teaching Methodology ◽  
Voluntary Organizations ◽  
Traditional Teaching ◽  
Great Opportunity ◽  
Speakers Of Other Languages

The present study aims at investigating challenges of applying the teaching methodology of (CELTA) productive skills in a poor learning environment and a fragile infrastructure region of Darfur, Sudan. (CELTA) is a teacher training course that consists of 200 guided learning hours including 6 hours of teaching practice and stands for “Certificate in Teaching English to Speakers of Other Languages”. Candidates who apply for the course aim at acquiring the knowledge and the familiarity of the effective teaching principles. However, applying the methodology of such an internationally recognized qualification that addresses the communicative language learning requires intensive usage of some modern teaching materials. Accordingly, its applicability seems extremely challenging in a poor learning environment with a fragile infrastructure similar to the situation of Darfur region. Furthermore, the difficulties of its implementation definitely prevent hundreds of students from learning facilitates and opportunities that are only attainable via courses in which the learners’ needs are highly considered. We can also be certain that through the application of such a course student develops learning speaking and writing skills respectively simply because the course methodology provides a great opportunity of practicing the language compared to the traditional teaching methodologies. In this study the researcher is reflecting on his experience in teaching EFL via utilizing (CLT) techniques in such a way CELTA course is taught. Furthermore, the researcher aims at illustrating the importance of reducing teacher’s (TTT) and increasing the (STT) in EFL classes in Darfur, Sudan. The study also attempts to highlight the role of the private sector and voluntary organizations in promoting the educational process in the region. We can therefore say that the difficulties mentioned above have begun to diminish with the presence of some voluntary organizations such as Malam Darfur Peace and Development.A qualitative method for data collection and analysis is adapted in which the researcher interviews some EFL instructors who are currently based in KSA and actually happened to CELTA qualification. The interview questions are conducted to examine their experiences on how the methodology of this course is applicable in different contexts. Finally, the study resulted into the following findings:1.         Teaching and learning the (CELTA) productive skills in a poor learning environment is difficult.2.         Still traditional teaching methods is dominating the EFL classes in Darfur, Sudan.3.         Some voluntary organizations regularly contribute to the development of the learning environment in the region of Darfur.

scholarly journals Maori Language Use in New Zealand Secondary Schools: What Are the Issues for Teachers and Students?

2021 ◽  
Author(s):  
◽  
Janie Tito
Keyword(s):  
Secondary Schools ◽  
Language Learning ◽  
Role Models ◽  
Teaching And Learning ◽  
Language Use ◽  
Teaching Practice ◽  
Educational Achievement ◽  
Learning Experience ◽  
Small Sample ◽  
Positive Attitudes

<p>The aim of this study was to examine the issues surrounding Maori language use in secondary schools. This was to test the hypothesis that the learning experience for Maori students is influenced by a school's responsiveness to Maori needs. In particular the focus was on the use of te reo Maori e.g. pronunciation. It was found that when features of te ao Maori are reflected positively in secondary school practices, values and environment, the overall learning experience may be enhanced and become more positive for Maori students. Ultimately such practice has the potential to reduce the disparity between Maori and non-Maori educational achievement. The prevalence and quality of Maori language learning opportunities during and after teacher training, is currently not meeting the needs of students and teachers. This shortcoming requires further research and investigation. This mixed method qualitative study followed kaupapa Maori research principles and ethics. It incorporated interviews, repeated focus groups and surveys. Participants were teachers and Maori students from selected Wellington secondary schools. The sixty-four student participants raised issues around teachers and their teaching practice. They saw teachers as important role models for positive attitudes and behaviours towards te reo and tikanga Maori. In particular, correct language use and pronunciation was important. The small sample of teachers reported a variety of concerns. One frequent complaint was their lack of knowledge in using te reo and few chances to learn and improve. This study identified a need for more professional development programmes and educational policy to be introduced in secondary schools, which include aspects of Maori language and tikanga learning. This would help address some of the difficulties faced by teachers when using te reo in the classroom and improve overall teaching and learning for Maori students.</p>

Socio-Culture-Based Classroom Activities in Asia: Do They Work Effectively?

2017 ◽  
Vol 1 (3) ◽  
pp. 139
Author(s):  
Jumariati .
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Teaching And Learning ◽  
Cultural Theory ◽  
Proximal Development ◽  
Student Centered ◽  
Classroom Activities ◽  
Learning Development ◽  
Collaborative Activities ◽  
Learning Language

<p>Many studies on Second Language Acquisition are carried out based on the sociocultural theory (SCT) to explore learners’ potentials in learning a language. SCT which claims that learning language occurs when learners have the experience to use the language in interaction has been widely used as the basis of the teaching and learning in schools and higher education in Asia. More student-centered and collaborative activities with pair and group works are applied to increase students’ participation and promote language learning within students’ Zone of Proximal Development (ZPD). Within this framework, learners try to expand their ZPD through the assistance from their peers and teacher as the scaffolding of the learning development. However, studies show that implementing the socio-culture-based classroom activities are not trouble-free regarding challenges faced by both sides of the students and the teachers. Consequently, it is essential to have an understanding of how the activities can best work to achieve meaningful learning which promotes the maximum development of students’ actual and potential levels of learning. This paper presents a review of some research on socio-cultural-based education in the context of Asia and describes the findings, benefits and challenges to see how effective the activities are.</p><p> </p><p><strong>Keywords: </strong><em>socio cultural theory, classroom activities, benefits, challenges<strong></strong></em></p>

scholarly journals Digital Literacy With EFL Student Teachers: Exploring Indonesian Student Teachers’ Initial Perception About Integrating Digital Technologies Into a Teaching Unit

2018 ◽  
Vol 6 (3) ◽  
pp. 53
Author(s):  
Tati Lathipatud Durriyah ◽  
Muhammad Zuhdi
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Practical Knowledge ◽  
Digital Technologies ◽  
Literacy Teaching ◽  
Teaching Unit ◽  
Initial Perception ◽  
Student Reflections

Research found that many student teachers are active users of digital technologies yet they are reluctant to make use of digital technologies for literacy teaching purposes. Efforts to prepare student teachers for technology integration are pressingly needed. Also needed is data that informs us about student teachers’ participation (engagement) with digital technologies and how they might utilize those technologies for literacy teaching. The article reports on a classroom research project that explored Indonesian student teachers’ initial perception about the use of digital technologies for EFL teaching. For one semester, the first author taught a course to a group of student teachers at a state Islamic university in Jakarta in which they learned conceptual and practical knowledge about digital technologies in teaching and learning. The student teachers were tasked to explore digital technologies available and had to integrate those technologies into teaching units contained in a junior high English textbook. Popular digital technologies selected included Facebook, blogs, Skype, and WhatsApp. Each offers unique potential to facilitate and enhance language learning. Student reflections provided insight into their considerations for their digital technology selections.

scholarly journals UNDERGRADUATE STUDENTS’ PERCEPTIONS TOWARD BLENDED LEARNING THROUGH INSTAGRAM IN ENGLISH FOR BUSINESS CLASS

2019 ◽  
Vol 1 (1) ◽  
pp. 64
Author(s):  
Fatimah Mulya Sari ◽  
Achmad Yudi Wahyudin
Keyword(s):  
Social Network ◽  
Blended Learning ◽  
Language Learning ◽  
Undergraduate Students ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
English Language ◽  
Millennial Students ◽  
Task Instructions ◽  
Students Attitudes

Addressing the needs of the millennial students brings the implemention of blended learning using social network site in the teaching and learning process. Instagram becomes one of the most popular social network sites in Indonesia. It has been a potential teaching platform to help English teachers to facilitate language learning, especially for learners at the tertiary level. This paper is intended to explore the students’ perceptions toward English language learning and the implementation of Instagram in their English for Business class. Students’ attitudes toward English course should be investigated to form a basis for this further study. The subjects were 116 undergraduate students who took general English for Business course at the Faculty of Engineering and Computer Science, University of Teknokrat Indonesia. They were classified into three groups. The data gained were from observation, questionnaire, and interview. The data, then, were analyzed quantitatively and qualitatively. The results indicated that most students showed high positive perceptions in using Instagram in their learning since social network Instagram influenced their motivation, engangement, and attitudes. In addition, internet connection and its speed, misunderstanding, and miscommunication toward the materials and task instructions were considered as the problems that hamper their learning. Instagram might help the students to learn English Language. Thus, it is suggested to improve the teaching of technology skills by preparing suitable digital literacy in academic content.

scholarly journals تجديد تعليم اللغة العربية من ناحية العملية التعليمية

ALSINATUNA ◽  
2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Rusdi Rusdi
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Language Skills ◽  
Arabic Language ◽  
Language Competence ◽  
Classroom Activities ◽  
Theory Of Language ◽  
Good Learning

The success of learning process including Arabic language learning is closely related to teachers’ competence. Good learning process is created when the teacher has good competence both in the theory of language and managing the class. Therefore, it is an obligatory for Arabic teachers to master language competence and language skills. Moreover, in this globalization era, it is necessary for Arabic teachers to involve technology in the teaching and learning process in order to create interesting and fun classroom activities

scholarly journals Vietnamese University EFL Teachers’ Reported and Classroom Practices in Teaching Listening

2021 ◽  
pp. 10-26
Author(s):  
Ly Thanh Danh ◽  
Nguyen Hai Quan
Keyword(s):  
Language Learning ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
Teaching Practice ◽  
Study Data ◽  
Central Position ◽  
Structured Interviews ◽  
Listening Skill ◽  
Efl Teachers

This study explored Vietnamese university EFL teachers’ perceptions of the importance of listening skill and their reported and classroom practice in listening instruction. The exploration of the teachers’ teaching practice was centered among three aspects including listening subject matter contents, listening lesson design, and the activities they employed for listening lessons. Six lecturers who taught listening skill to English-majored undergraduates at a university in Vietnam participated in the study. Data were collected via semi-structured interviews and classroom observations. Findings from the study showed that the teachers had an intense awareness of listening skill as a crucial input source for language learning whereas the position of listening as a macro-language skill seemed to be downplayed. In both reported and classroom practices, vocabulary, topical knowledge, and listening strategies were found to occupy a central position as teaching content. In designing lessons, the teachers appeared to align more with the “comprehension” or “product-oriented” approach which further bears a resemblance to the presentation, practice, and production (PPP) model with some updated features. The teachers were also found to share a common group of instructional activities in each of the three lesson stages. These findings provide important bases for future endeavors to further improve the effectiveness in teaching and learning the listening skill at the tertiary level.

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