English Vocabulary in the Mind of Student

2019 ◽  
Vol 7 (2) ◽  
pp. 150-159
Author(s):  
Suharyanto H Soro
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Participant Observation ◽  
Teaching English ◽  
Individual Interviews ◽  
English Class ◽  
Actual Application ◽  
Concrete Form ◽  
The Many ◽  
The Mind

Lecturer plays an important role in teaching Englishas a foreign language, in spite of the success of teaching English itself depends on the many factors, one of them is students’ participation in the English class. In the other words, the teaching of English becomes useful and more systematically when the lecturer is fully aware of the aims and values of teaching of English subject since the core principle of any teaching  is “know what you do and only do what you know”. Hence it is essential to understand the aims and values of teaching English. In linguistics study,performance and competence are different, competence is study about language rules in the abstract form or one’s capacity to use a language, while performance is the application of one’s ability in the concrete form, or the actual application of this competence in speaking or listening. Chomsky (1965:18) said that  performance is the effect or the application of competence. Further he said that clearly, the actual data of linguistic performance will provide much evidence for determining the correctness of hypotheses about underlining linguistic structure. Notice the following figure. The data collection procedures in the present study are based on classroom participant observation, student interviews, and questionnaire  are the primary sources of data collection. As a point of departure, unstructured interviews conducted with English and students to gain initial understanding of the learning English as a foreign language. This also serves as a pilot study, paving the way for designing the guidelines for the semi structured individual interviews. Notes taken in these unstructured interviews were included in the data analysis. Taking lecture involves the lecturer and the students in formal setting. Lecturer is one who transfers special knowledge (English teaching materials) to his students in form of academic setting. They are engaged in academic norms, for example lecturer has qualified education (magister or doctorate degree) and the students  have already registered their status as a university student. The lecturer’s function is threefold. In the presentation stage of the material, the lecturer serves as a model, setting up situations in which the need for the target structure is created and modeling the new structure for students to repeat. The lecturer was required to be skillful manipulator, using questions, commands, and other cues to elicit correct sentences from the students. The students wanted the lecturer to give more opportunities for English practice. They can learn from mistakes and develop in real situation. Role play is one of methods can be applied in teaching English. The students like this methods (96%) because they can imitate and practice their English pronunciation.

scholarly journals Can I teach these students? A case study of Vietnamese teachers’ self-efficacy in relation to teaching English as a Foreign Language

2020 ◽  
Author(s):  
Nga Thi Tuyet Phan
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Efficacy Beliefs ◽  
The Self ◽  
Teaching English ◽  
University Teachers ◽  
The Relationship

The study looked at factors that influenced the self-efficacy in teaching English as a Foreign Language (EFL) of a group of university teachers in Vietnam. This study explored the relationship between Vietnamese teachers’ discourses of effective teaching practices and their self-efficacy beliefs, the influence of Vietnamese culture and context on teachers’ self-efficacy beliefs, and whether participating in the research led to a change in the self-efficacy beliefs of the teacher participants and of myself as researcher.The research took the form of a qualitative case study. Participants were eight university teachers of the English language at a technical university in Vietnam. Data collection lasted six months. Data collection tools included focus group discussions, individual interviews, journaling, and observations. An inductive coding process and thematic analysis were used for analysing data. Findings indicate that social persuasion was the most influential source of self-efficacy information. The study shows that different sources of self-efficacy information interacted with one another to influence the two dimensions of self-efficacy. Besides, it appears that teachers’ understanding of a number of environment and workplace factors appeared to constrain some teachers into adopting the Grammar Translation Method (GTM) approach and possibly reduced their self-efficacy in adapting a Communicative Language Teaching (CLT)-oriented approach. After participating in the study, the teaching approaches of study teachers and my own approaches seemed to be more CLT-oriented although most of us were characterised by a low sense of self-efficacy in adapting this approach in the Vietnamese classrooms. Findings also suggest that several aspects of Vietnamese culture, e.g. the concept of face, are likely to have influenced the way the study teachers selected, weighted and interpreted efficacy-building information. In addition, it is plausible that changes in context, e.g. teaching different kinds of students, led to a change in the way the teachers and I weighed and selected self-efficacy information. Self-reflection, self-doubt and self-regulation were other factors causing fluctuations in the study teachers’ and my self-efficacy. My study contributes to a widening understanding of how different aspects of culture can impact on self-efficacy. It provides examples to challenge the claim that the self-efficacy of experienced teachers is stable and the widespread view that a negative sense of self-efficacy induces individuals to give up and make less effort. The study shows the relationship between teacher self-efficacy beliefs and their discourses of EFL instruction, i.e. their self-efficacy in using different aspects of a communicative approach fluctuated at different stages of the study. The study points to the need to improve leadership practice and teaching conditions at the faculty and university. Preparing teachers for regulation strategies, encouraging them to work collectively, and offering more professional development programs are likely to develop a stronger sense of self-efficacy among teachers.

KUIS TESL Trainee Teachers’ Readiness in Integrating Naqli and Aqli Knowledge in English Class

2021 ◽  
pp. 60-67
Author(s):  
Norshilawani Shahidan ◽  
Natasha Ariffin ◽  
Suhana Mohamed Lip ◽  
Suziana Hanini Sulaiman ◽  
Shazarina Zdainal Abidin
Keyword(s):  
Data Collection ◽  
Teaching And Learning ◽  
Quantitative Method ◽  
Knowledge Integration ◽  
Islamic Education ◽  
Teaching English ◽  
Trainee Teachers ◽  
English Classes ◽  
English Class

Numerous researches have been conducted in relation to knowledge integration in the teaching and learning process especially related to Science and Islamic education. However, only few studies have researched on the integration of naqli knowledge in English classes. Due to that, this study is proposed to research on readiness to apply knowledge integration in English class. This study will be conducted on Teaching English as a Second Language (TESL) trainee teacher’s from Kolej Universiti Islam Antarabangsa Selangor (KUIS) to find out their level of readiness to integrate naqli and aqli knowledge in English class. This study will apply quantitative method of data collection by using questionnaires to gather the data. This study is as an attempt to investigate the issue of knowledge integration in Malaysian context which is hoped will lead to the improvement of the quality of TESL trainee teachers particularly in KUIS.

Using Escape Rooms to Improve Pre-Service Teachers' Communicative Skills in English as a Foreign Language

2022 ◽  
pp. 323-339
Author(s):  
Ángela Gómez López
Keyword(s):  
Active Learning ◽  
Data Collection ◽  
Foreign Language ◽  
University Students ◽  
Primary School ◽  
School Education ◽  
Learning Tool ◽  
Communicative Skills ◽  
English Class ◽  
Different Levels

The chapter implements an escape room with pre-service teachers to improve their communicative skills in English. Fifty-seven university students from the degrees of Childhood and Primary School Education, with different levels of English proficiency, participated in the experiment: 10 of them helped with the implementation and the rest participated in the escape room. Self-administered questionnaires were used for data collection to know students' opinions about using escape rooms as a learning tool. Results showed that using an escape room in the English class is a successful method since it fosters active learning, teamwork, socialization, motivation, and helps to improve communicative skills.

scholarly journals CODE-SWITCHING IN THE ENGLISH TEACHING TO NON-ENGLISH DEPARTMENT STUDENTS

2019 ◽  
Vol 2 (1) ◽  
pp. 36-49
Author(s):  
Yusuf Al Arief ◽  
Siti Haniifah Husnul Khotimah
Keyword(s):  
Foreign Language ◽  
Qualitative Method ◽  
Research Result ◽  
Classroom Interaction ◽  
Code Switching ◽  
English Department ◽  
Teaching English ◽  
English Class ◽  
Multilingual Societies ◽  
Academic Year

Code-switching is a phenomenon studied in sociolinguistics. It exists in multilingual societies like in Indonesia, where people use more than one language to communicate including in classroom interaction, especially in the process of teaching English as a foreign language. This research aimed to find out the types and the functions of code-switching used by English lecturers in teaching English to Non-English Department Students at FKIP of Lambung Mangkurat University in the Academic Year of 2017/2018. This research was conducted through the descriptive-qualitative method. The subjects were the lecturers of English class for Non-English Department Students or Mata Kuliah Dasar Umum (MKDU) Bahasa Inggris Class. The researchers used observations and confirmed the results from the interviews. The data were analyzed by data reduction, data display, and conclusion drawing or verification. The research result indicated that in the process of teaching English, the lecturers sometimes switched their languages: English, Bahasa Indonesia, Banjarese, and Arabic. There were three types of code-switching used by the lecturers which were tag-switching, intrasentential-switching, and intersentential switching. While for the function, there were three functions of code-switching used by the lecturers which were topic-switch, affective-function, and repetitive function. In conclusion, the lecturers switched their languages in some types and for various functions depending on the situation of their teaching activity and students’ need

scholarly journals The Central Characteristics of Successful ESL/EFL Teachers

2017 ◽  
Vol 8 (5) ◽  
pp. 881
Author(s):  
Khalid Al-Seghayer
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teaching English ◽  
Theoretical Understanding ◽  
Key Characteristics ◽  
Efl Teachers ◽  
Key Variables ◽  
The Many

Achieving optimal success in teaching English as a second language (ESL) or English as a foreign language (EFL) requires teachers to demonstrate varying essential characteristics that consist of several underlying and interacting constructs. The purpose of this article is to orient the reader and succinctly identify the key variables that lead ESL/EFL teachers to distinctive success. It clearly delineates the characteristics of successful ESL/EFL teachers embedded within five central dimensions, along with their underlying structures. It also provides common taxonomies of successful EFL teachers’ attributes without burdening the reader with unnecessary detail concerning the many other validated attributes associated with ESL/EFL teachers’ salient attributions of success. To this end, this discussion contributes to a theoretical understanding of the development of successful ESL/EFL teachers and to improved knowledge of the key characteristics of successful ESL/EFL teachers.

scholarly journals Transitioning to Communicative Activities in Teaching English as a Foreign Language in the Dominican Republic

2020 ◽  
Vol 4 (2) ◽  
pp. 159-171
Author(s):  
Alberto Martínez-Gómez
Keyword(s):  
Dominican Republic ◽  
Foreign Language ◽  
Group Work ◽  
Information Transfer ◽  
English Language ◽  
Participant Observation ◽  
Target Language ◽  
Teaching English ◽  
Information Gap ◽  
Communicative Activities

In the last decade, the Communicative Approach has taken an important position within the English language teaching world. Many countries have abandoned their traditional teaching methods to implement this approach. The objectives of this research were to analyze the transitioning to communicative activities in Teaching English as a foreign language in the Dominican Republic, to identify the communicative activities to which the students were more receptive, to research students’ attitudes while developing communicative activities, and lastly, to analyze new strategies for successful communicative activities. To carry out the investigation, three interventions were carried out in the classroom where activities such as role-play, group work, mingle, information transfer, opinion sharing, and information gap were implemented. Two interviews were administered to learners. Participant observation was implemented as well as the teacher’s diary and note-taking as a way of record the events. Interviews revealed that students had a great disposition towards group work as well as having conversations and activities that involved giving opinions. They also showed that close attention should be paid to activities that involve speaking in front of the class as they raised students’ stress levels. According to students’ performance and answers during the sessions, group work, information gap, and opinion sharing activities activated their motivation to a greater extent. Modeling and giving clear instructions was fundamental to overcome linguistic gaps that emerged during the sessions. The progressive integration of the target language was more convenient while implementing communicative activities.

scholarly journals Using Spanish in English Language Chilean Classrooms? Perspectives from EFL Teacher Trainees

2020 ◽  
Vol 22 (1) ◽  
pp. 93-107 ◽  
Author(s):  
Eladio Donoso
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
English Language ◽  
Data Collection Tool ◽  
Student Teacher Relationship ◽  
English Class ◽  
Teacher Trainees ◽  
Open Questions ◽  
Efl Teacher ◽  
The University

This article presents a study which explores perceptions of Chilean future teachers of English as a foreign language regarding the usage of Spanish as L1 in English lessons. The participants belong to first- and fourth-year levels of their programs at four universities located throughout Chile. The data collection tool was Mohebbi and Alavi’s (2014) Likert questionnaire, along with an open questions section. The data were subjected to descriptive statistical analyses and mean difference tests. The results indicate that the participants would use Spanish in the English class mainly for two reasons: (1) for pedagogical-didactic purposes and (2) to maintain the student-teacher relationship. The study concludes that there are no statistically significant differences in regard to the course-level year the subjects are enrolled in or regarding the university with which they are affiliated.

scholarly journals Reading Aloud Activity in ESP Class in the Perspectives of Students

2019 ◽  
Vol 7 (2) ◽  
pp. 37-42
Author(s):  
Titien Indrianti
Keyword(s):  
Foreign Language ◽  
Reading Instruction ◽  
Reading Aloud ◽  
Silent Reading ◽  
New Words ◽  
Self Confidence ◽  
English Class ◽  
Correct Pronunciation ◽  
The Mind ◽  
Reading Activity

Many studies have contradicted the reading aloud with silent reading instruction in EFL classroom. However, each viewpoint has its own arguments. Those in support of a silent reading claim that there exists psycho logical involvement in the mind of each reader and any written content. Through silent reading activity, students are trained to grasp the meaning of the text as int ended by the writer. On the other hand, the power of reading aloud cannot be seen as simplistic. Some believe that out loud reading instruction aid students to acquire new words and correct pronunciation, and comprehend language forms and mechanics, especially those with low English p roficiency. The students of Business Administration Department, State Polytechnic of Malang learn English as a foreign language in their ESP class. However, they still have insufficient English proficiency. In their English class, the reading aloud activity has been practiced as a method of instruction.On the basis of the above-mentioned background, this study intends to obtain the perspectives of students towards reading aloud activity in their ESP class. The problems of the study include (1) students’ viewpoint toward the benefit of reading aloud activity; (2) whether students feel any improvement in their English and aspects of the improvement; and (3) sorts of problems they encount er when dealing with reading aloud. The data are analysed qualitatively. The findings indicate that the students view a lot of benefits in reading aloud activity as it is building their self-confidence, recalling vocabulary, improving pronunciation, and managing pace and intonation in their reading.

scholarly journals Learning Strategies in L2 Settings in Saudi Arabia: An Annotated Bibliography

2018 ◽  
Vol 7 (7) ◽  
pp. 17
Author(s):  
Fahad Alqurashi
Keyword(s):  
Saudi Arabia ◽  
Data Collection ◽  
Foreign Language ◽  
Learning Strategies ◽  
Annotated Bibliography ◽  
Language Teachers ◽  
Journal Articles ◽  
L2 Acquisition ◽  
Teaching English ◽  
The World

Teaching English as a second/foreign language has gained increasing significance all over the world. Investigating learning strategies has become one of the major areas of research in the expanding field of L2 acquisition. Many researchers have addressed various aspects and different issues related to this field. This annotated bibliography is designed to be of help to researchers working on learning strategies in second/foreign language settings and to provide language teachers with a solid theoretical and pedagogical background based on data of many types from different angles to enhance their teaching. The current work is by no means exhaustive, but an attempt to give an overview of the field and highlights published studies written on a variety of topics related to learning strategies in the context of teaching English as a foreign language in Saudi Arabia. Works listed in this annotated bibliography are divided into two categories; journal articles and dissertations and theses. Studies in each category are arranged alphabetically by author and for each work there is a brief non-evaluative synopsis of the study objectives, instrument(s) of data collection, and results.

scholarly journals Teachers' Attitude Toward a Foreign Language: Factors Affecting the Target Language Teaching Process

2017 ◽  
Vol 5 (1) ◽  
pp. 1 ◽  
Author(s):  
Salwa Al Darwish
Keyword(s):  
Elementary Schools ◽  
Foreign Language ◽  
Language Teaching ◽  
Target Language ◽  
Teaching English ◽  
Teaching Process ◽  
Fall Semester ◽  
Factors Affecting ◽  
Individual Interviews ◽  
Public Elementary Schools

The purpose of this study is to find out the teachers' attitude toward reaching effective teaching process as well as thekey factors which influenced their attitude for selecting this profession. Itwas carried out during the fall semester 2016/ 2017. The participants were 42 males and 117 female Englishlanguage teachers, a total of 159 English teachers. They were all randomly selected and were all teaching English asa foreign language in different stages in Kuwaiti public elementary schools. The data was collected through aquestionnaire and an individual interviews. The results mainly showed the teachers’ attitude reflected on theirpassion to learn more about this language and its culture. Moreover, some teachers associate English languageteaching with the language of the British Colonialization. Others see English simply as a means of doing businessand making money.

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