scholarly journals Elementary School EFL Learning Experience: A Needs Analysis

2021 ◽  
Vol 11 (12) ◽  
pp. 1515-1525
Author(s):  
Emnijeta Ahmetović ◽  
Vildana Dubravac
Keyword(s):  
Elementary School ◽  
Grade Level ◽  
Learning Experience ◽  
Learning Preferences ◽  
Educational Institutions ◽  
School Students ◽  
New Words ◽  
Learner Centered ◽  
Teaching Learning ◽  
Learning English

Regular curriculum modifications and the shift from a teacher-centered to a learner-centered paradigm in educational institutions are meant to enhance the teaching-learning process and fulfill learners' needs as successfully as possible. This study aimed to examine learners' attitudes towards learning English, their needs/wants, learning preferences, strategies, and lesson topics. Moreover, it also investigated the differences in learning preferences based on grade level.  The data were gathered from a survey administrated to 200 elementary school students in Central Bosnia and Herzegovina. The findings illustrated that the participants generally have a positive attitude towards learning English with more significant extrinsic reasons motivating them to learn it. Regarding students' needs, the analysis revealed that overall, students found writing the most challenging and speaking the most desirable language skill. Furthermore, the majority of the participants reported that they like to learn by reading texts or stories, finding the discussion in the classroom the most annoying classroom activity. While learning vocabulary by translating new words is regarded as the most beneficial method, doing written exercises at school presents the most significant way of acquiring grammar. Moreover, the study identified a significant influence of a grade level on the preferred ways of learning English.

Effect of Digital Pedagogy in Ierventions in Rural Areas

2021 ◽  
pp. 227-240
Author(s):  
Sona Ahuja ◽  
Diksha Yadav
Keyword(s):  
Academic Achievement ◽  
Rural Areas ◽  
Online Teaching ◽  
Tamil Nadu ◽  
Learning Experience ◽  
Learning System ◽  
School Students ◽  
Digital Pedagogy ◽  
Set Up ◽  
Teaching Learning

The present study provides a description of the model of interactive digital pedagogy for remote areas and its impact on pedagogical satisfaction and academic achievement of students. This pedagogical intervention was designed to enrich and supplement the teaching-learning experience in remote and underprivileged schools through the use of technology. An interactive online teaching-learning system was set-up using a digital pedagogy. 150 school students and 80 prospective teachers from three higher secondary schools of Madhya Pradesh and Tamil Nadu participated in the study. Pedagogical satisfaction and academic achievement of the school students who studied in this set-up were examined. The results revealed that active learning, technological competence and learner autonomy were enhanced in an online environment when compared to an offline environment.

scholarly journals THE IMPLEMENTATION OF FUN FISHING TO TEACH SPEAKING FOR ELEMENTARY SCHOOL STUDENTS

2020 ◽  
Vol 1 (1) ◽  
pp. 1-6
Author(s):  
Robekka Risten Fransiska Sinaga ◽  
Lulud Oktaviani
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Foreign Language ◽  
Language Learning ◽  
Elementary School Students ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
School Students ◽  
Short Attention Span ◽  
Learning English

To produce competitive students that ready to face the trend of language learning in English as a foreign language, especially speaking skills, teachers should be ready to develop good planning in the teaching process. It can be in the form of strategies that can motivate students in the learning process. Moreover, in teaching elementary school students, teachers should be more creative to encourage students’ motivation in speaking by using attractive teaching media which involves physical activity because young learners usually only have a short attention span. By using teaching media, students will learn a language in such attractive and fun ways. Thus, the researchers want to see the use of Fun Fishing in teaching speaking at one of the Elementary Schools in Lampung to encourage students in learning English. This research used a qualitative method since it disclosed how to implement Fun Fishing media in an Elementary School in Lampung. As a result, the students were divided into four groups consisted of 2-3 members and learned English which involved physical activity. To sum up, using this media in learning English can motivate students to speak in English and make teaching and learning become more fun because they did physical activity.

scholarly journals ՎԱՐԺՈՒԹՅՈՒՆՆԵՐԻ ԿԻՐԱՌՈՒՄԸ ԱՆԳԼԵՐԵՆԻ՝ ՈՐՊԵՍ 3-ՐԴ ՕՏԱՐ ԼԵԶՎԻ ՈՒՍՈՒՑՄԱՆ ԳՈՐԾԸՆԹԱՑՈՒՄ / USE OF EXERCISES IN TEACHING/LEARNING ENGLISH AS A THIRD FOREIGN LANGUAGE

2021 ◽  
pp. 117-127
Author(s):  
SIRANUSH GHAZARYAN
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Teaching English ◽  
Negative Interference ◽  
The Republic ◽  
Teaching Learning ◽  
Learning English

The article touches upon the problems of teaching English as a third foreign language in higher educational institutions of the Republic of Armenia. The students’ mother tongue, in this case, is Armenian. Russian is the first foreign language and French is the second one. Considering the fact that the students’ 2nd (French) and 3rd (English) foreign languages have significant similarities that can cause both positive transfer and negative interference, the teaching/learning process of English should be organized by paying special attention to the similarities and taking into account certain peculiarities. Accordingly, the use of correctly selected exercises can help in organizing the teaching/learning process more quickly and effectively. The author also introduces some “dangerous” language phenomena that may bring about undesirable interference in learning English after French. In addition, a number of exercise samples are provided that might be used to develop the students’ lexical, grammatical and phonological competences in teaching/learning English as a third foreign language.

scholarly journals Students’ Perceptions towards Using Mobile Application in Learning Speaking

2019 ◽  
Vol 2 (4) ◽  
pp. 499-514
Author(s):  
Desika Rinanda ◽  
Suparno Suparno ◽  
Sri Samiati Tarjana
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Mobile Applications ◽  
Mobile Application ◽  
English Language ◽  
Learning Experience ◽  
School Students ◽  
Central Java ◽  
Innovative Learning ◽  
Teaching Learning

The dramatic advancement technologies, particularly mobile applications, have influenced the education sector. The integration of mobile applications in education to change the teaching-learning process has taken place and led to innovative learning, including English language learning. Hence, this study aimed to find out the students’ perceptions and the factors influencing students’ perceptions toward the use of mobile application in learning English particularly speaking. To reach the objectives, this study used case study as the research method. The data were collected mainly through interview and observation. The participants were five vocational school students in Surakarta, Central Java, Indonesia. They were purposively selected because they had been familiar with mobile application and they had been taught speaking English using mobile application by their teacher, so that they could give adequate information.  The research findings showed positive perception from the students toward the use of Learn English Conversation application in learning speaking. They declared that the use of Learn English Conversation application could facilitate them in practicing speaking, bring fun and enjoyable learning during the learning process. Moreover, their positive perceptions were influenced by several factors such as the flexibility and the new learning experience given by the mobile application, the ease to run the mobile application and unrequired a lot of internet quota when the students run the mobile application.

scholarly journals Gamification and Technology-Based Learning: Uncovering the Potential of Using Games in Language Teaching and Learning

2021 ◽  
Vol 11 (2) ◽  
pp. 62
Author(s):  
Fahad H Abdeen ◽  
Waheeb Albiladi
Keyword(s):  
Problem Solving ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Learning Experience ◽  
Educational Institutions ◽  
Educational Settings ◽  
Problem Solving Skills ◽  
Efl Context ◽  
Learning English

The use of games in education has received much attention from educators who perceive games as a motivational tool that can enhance their teaching and learning practice. Gamification in education is a relatively new field that promotes the use of games for educational purposes. Gamification or game-bases teaching is a growing trend among educational institutions, which use it to promote training, develop problem-solving skills in learners, and enhance the learning experience. The present paper aims to revisit the literature on the use of gamification in educational settings. Specifically, the paper discusses the use of gamification for teaching and learning English in the ESL/EFL context. Games have been used effectively with language learners to develop their skills in speaking, listening, writing, reading, and grammar.

Learning by Means of an Interactive Multimodal Environment

2014 ◽  
pp. 143-153
Author(s):  
Serena Zanolla ◽  
Sergio Canazza ◽  
Antonio Rodà ◽  
Gian Luca Foresti
Keyword(s):  
Second Language ◽  
Learning Experience ◽  
Educational Institutions ◽  
Multimodal Learning ◽  
Learning English

This chapter presents the Stanza Logo-Motoria, an Interactive Multimodal Environment (IME) for learning, which the authors have been developing and experimenting with since 2009 in several educational institutions. The aim of this chapter is a) to describe the activities carried out by the Resonant Memory, the first application for the Stanza Logo-Motoria, b) to illustrate the validation protocol of the system used as a listening tool for learning English as a Second Language (ESL), and finally, c) to document the positive partial results that demonstrate the improvement in ESL oral comprehension in pupils using the Stanza Logo-Motoria. The authors have also found that this environment can offer pupils: a) a truly interactive multimodal learning experience, b) a social opportunity for learning among children, and c) an intrinsically motivating experience.

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