scholarly journals THE EVALUATION OF BOBBY BOLA DAN PERI BUKU AJAIB 3 FOR LANGUAGE LEARNING

2018 ◽  
Vol 7 (1) ◽  
pp. 24-35
Author(s):  
Rika Hendryani
Keyword(s):  
Video Games ◽  
Foreign Language ◽  
Language Learning ◽  
Positive Impact ◽  
Foreign Language Learning ◽  
Learning Tool ◽  
Extra Time ◽  
Input Mechanism

Video games have received much attention in recent years as a tool for foreign language learning.  Number of research has shown the positive impact of video games on language learning learners. This study is aimed to find out the extent to which Bobby Bola & Peri Buku Ajaib 3 meet the 10 principles for designing video games for foreign learning proposed by Purushotma, Thorne, and Wheatley (2009). The findings of this study show that Bobby Bola & Peri Buku Ajaib 3 adhere only to 2 principles, i.e., the principles of “communication and input mechanism should have a playful spirit to them” and “students should be allowed to spend extra time in activities they enjoy and to minimize time in ones they don't”. The result of this study hopefully would be beneficial to the studies of video games for foreign language learning. It is also hoped that it can provide further information for those who wish to evaluate or use video games as a language learning tool.

scholarly journals The Analysis of “Anak Pintar Seri English? No Problem!” For English Language Learning

K ta Kita ◽  
2018 ◽  
Vol 5 (3) ◽  
pp. 107-112
Author(s):  
Rika Hendryani
Keyword(s):  
Qualitative Research ◽  
Video Games ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
English Language Learning ◽  
Learning Tool ◽  
Supporting Material

The present study is aimed to find out the extent to which Anak Pintar seri English? No Problem! meet the 10 principles for designing video games for foreign learning proposed by Purushotma, Thorne, and Wheatley (2009). This study is a qualitative research that took the writers approximately 5 hours to play. The findings of this study show that Anak Pintar seri English? No Problem! matches 5 principles, for example, the principles of “content organized around tasks” and “metalinguistic descriptions and terminology presented as a supporting material”. The result of this study hopefully would be beneficial to the studies of video games for foreign language learning and for those that wish to evaluate or use video games as a learning tool.

scholarly journals Mobile Applications in Mastering Mining Engineers' Competences

2018 ◽  
Vol 41 ◽  
pp. 04041
Author(s):  
Roman Islamov ◽  
Oksana Greenwald ◽  
Nina Tunyova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Applications ◽  
Positive Impact ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Point Of View ◽  
Educational Institutions ◽  
Language Competence ◽  
Educational Potential

Being one of the leading coal mining regions in the world, Kuzbass (Russia) demands from its regional higher educational institutions to master a range of competences of the graduates, namely mining engineers. Foreign language competence is considered to be among the key ones. The article reveals the concept of the competence, its relevance for mining engineers. We also analyze existing mobile applications from the point of view of their educational potential and present the results of the experiment conducted to assess effectiveness of mobile applications in mastering foreign language competence of mining engineering undergraduates. Our methods included interviews with students, classroom observations and surveys of students. The results suggest that integrating mobile applications in educational process is likely to have a positive impact on foreign language competence and increase students’ motivation and satisfaction with foreign language learning.

scholarly journals A STUDY ON THE LEARNING BELIEFS OF CHINESE AS A SECOND FOREIGN LANGUAGE FOR ENGLISH MAJORED STUDENTS OF BANKING UNIVERSITY HO CHI MINH CITY

2020 ◽  
Vol 36 (5) ◽  
Author(s):  
Luu Hon Vu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Positive Impact ◽  
Chinese Language ◽  
Foreign Language Learning ◽  
Male Students ◽  
Ho Chi Minh City ◽  
Learning Beliefs ◽  
Learning Capacity ◽  
Second Year

The research surveyed the learning beliefs of Chinese as a second foreign language for English majored students of Banking University Ho Chi Minh city. Based on the theory of beliefs in foreign language learning by Horwitz (1985), we conducted a questionnaire survey with 177 students. The questionnaire results indicate that: firstly, Chinese is relatively easy to learn; secondly, children have better language learning capacity than adults; third, focus on phonetics, vocabulary and culture, not grammar; fourth, learning Chinese is useful for yourself. Female students focus on phonetics more than male students. Second-year students focus on phonetics more than third-year students, but not more grammar like third-year students. Unlike students from the central region, students from the northern and southern regions said that they must come to China to learn Chinese. The belief that "Chinese language is easy to learn", the confident and proactive attitude of using Chinese language has a positive impact on students' learning results.

scholarly journals COMMUNICATION-ORIENTED LESSONS: MOVING FROM COMMUNICATIVE LANGUAGE TEACHING TOWARDS TASK-BASED INSTRUCTION

2019 ◽  
Vol 11 (1) ◽  
pp. 58
Author(s):  
Diego Ortega-Auquilla ◽  
Uvaldo Recino Pineda
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Methods ◽  
Positive Impact ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Language Education ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Language Teaching Methods

Communicative-oriented  language teaching methodologies need to have a central role in the current foreign language education. In fact, language teachers are expected to shift away from traditional language teaching methods that have proven to be ineffective for language learning. Nowadays, a movement, which favors and embraces interaction, communication, and negotiation of meaning, is growing in language education; therefore, pre-service and in-service teachers of English need to be responsive to and become aware of the importance of these key aspects. With these notions in mind, the present article can be seen as a contribution  to help language teachers gain an understanding of key theoretical notions related to the emergence of communicative language teaching and its most well-known methods – CLT and TBLT. Additionally, this work analyzed CLT and TBLT as these two language teaching methods are not opposing but in line with the communicative  approach. The importance of implementing communicative-oriented lessons into the English classroom was also examined. In this sense, a table made up of specific guidelines was elaborated by using works of leading experts in language teaching and learning. The table is intended to help teachers to be better equipped to design and implement  TBLT lessons into the classroom, which may have a positive impact  on foreign language learning.

scholarly journals REVISITING TRANSLATION AS A FOREIGN LANGUAGE LEARNING TOOL: CONTRASTING BELIEFS OF DIVERSELY PROFICIENT STUDENTS

2020 ◽  
Vol 1 (1) ◽  
pp. 9-16
Author(s):  
Anisatul Karimah
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategy ◽  
Foreign Language Learning ◽  
Learning Tool ◽  
Proficiency Levels ◽  
Learning Practices ◽  
Language Classroom ◽  
English Major ◽  
Research Findings

Translation as a learning tool or strategy, which is also known as pedagogical translation, has reemerged as a topic of discussion after being overshadowed by the popularity of the communicative approach. While a number of experts and scholars perceive translation or the use of L1 as interference, several others believe that translation does not really disappear from foreign language learning practices. As many research findings showed beneficial impacts of using translation activities to enhance foreign language learning, other research looked into learners’ perception of the use of pedagogical translation. An interesting contradiction was found stating that diversely proficient students had different perceptions of the usefulness of translation activities as a learning tool (Calis & Dikilitas, 2012; Dagiliene, 2012). Therefore, this research attempted to investigate learners’ beliefs on translation practices as a learning tool in their foreign language classroom respective to their proficiency levels. University students of non-English major were involved in this research. Questionnaire and interview were employed to gather relevant data. The findings reveal how translation as a learning strategy was perceived by learners with different ranges of proficiency levels.

scholarly journals The Impact of Translation Equivalence on Tunisian EFL Learners’ Vocabulary Knowledge and Word-Learnability

2018 ◽  
Author(s):  
Kamel Boustani
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategy ◽  
Positive Impact ◽  
Statistical Tests ◽  
Foreign Language Learning ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
New Words ◽  
The Impact

One of the most pivotal challenges that learners may face, during foreign language learning, is building a reliable lexicon. Insufficient vocabulary knowledge may put serious obstacles in the foreign language learning process. Thus, students need to equip themselves with different strategies to cope with these difficulties. Translation equivalence (TE) is one of these strategies. Since the success or failure of any vocabulary learning strategy depends on two main factors: developing the learners’ vocabulary knowledge and the extent of difficulty or ease with which the learner acquires new words, this research aims at investigating the impact of this strategy on EFL learners’ vocabulary knowledge and word learnability. 258 Tunisian 9th graders participated in this project. Two vocabulary recognition tests, one using translation equivalence and the other using only-English strategies, were used to test the hypotheses. Different statistical tests and techniques were employed to analyze data. Findings showed that TE has a positive impact on learners’ vocabulary knowledge and revealed that students, at this level of proficiency, learn vocabulary through translation better than any other strategy using only English.

scholarly journals The Impact of Translation Equivalence on Tunisian EFL Learners’ Vocabulary Knowledge and Word-Learnability

2018 ◽  
Author(s):  
Kamel Boustani
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategy ◽  
Positive Impact ◽  
Statistical Tests ◽  
Foreign Language Learning ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
New Words ◽  
The Impact

One of the most pivotal challenges that learners may face, during foreign language learning, is building a reliable lexicon. Insufficient vocabulary knowledge may put serious obstacles in the foreign language learning process. Thus, students need to equip themselves with different strategies to cope with these difficulties. Translation equivalence (TE) is one of these strategies. Since the success or failure of any vocabulary learning strategy depends on two main factors: developing the learners’ vocabulary knowledge and the extent of difficulty or ease with which the learner acquires new words, this research aims at investigating the impact of this strategy on EFL learners’ vocabulary knowledge and word learnability. 258 Tunisian 9th graders participated in this project. Two vocabulary recognition tests, one using translation equivalence and the other using only-English strategies, were used to test the hypotheses. Different statistical tests and techniques were employed to analyze data. Findings showed that TE has a positive impact on learners’ vocabulary knowledge and revealed that students, at this level of proficiency, learn vocabulary through translation better than any other strategy using only English.

The Foreign Language Learning Potential of Video Games

2018 ◽  
pp. 159-171 ◽  
Author(s):  
Karim Hesham Shaker Ibrahim
Keyword(s):  
Video Games ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Digital Games ◽  
Computer Assisted ◽  
Learning Potential ◽  
Gaming Industry ◽  
Digital Gaming ◽  
Asian Languages

Recently video/digital games have grown into ubiquitous problem-solving activities and social practices that engage a fast-growing number of foreign language (FL) learners. And despite the fast growth of the gaming industry, most of the industry is based in North America, and most commercial video games are available primarily in a few Western or Asian languages. As a result, tens of thousands of gamers worldwide play commercial video games in a foreign language due to the immersive, engaging, and entertaining experience that these games offer. In addition to the recreational appeal of digital games, various studies in the field of computer-assisted language learning (CALL) have demonstrated the potential of digital gaming to promote FL use and learning. Therefore, this chapter proposes the use of commercial English video games as intercultural texts, narratives, and cultural products to promote FL learning.

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