scholarly journals The selection of learning materials from Youtube resources for a Maritime English Course

2020 ◽  
Vol 10 (2) ◽  
pp. 460-470
Author(s):  
Nurmala Elmin Simbolon ◽  
Yusnita Febrianti
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Virus Disease ◽  
Selection Process ◽  
Learning Experience ◽  
English Language Teaching ◽  
Learning Materials ◽  
Based Instruction ◽  
Maritime English ◽  
Visual Materials

The use of YouTube resources as learning materials becomes increased in English language teaching (ELT), especially when implementing the content-based instruction (CBI) approach. In addition to its importance during the recent global restriction caused by the Corona Virus Disease (COVID-19), one of the benefits of using YouTube is perceived to provide authentic learning, which can improve the student learning experience, hence prepare graduates in the future career. While several studies have shown the benefits of using videos in ELT classrooms, this study argues that consideration for suitability and relevance of the visual materials should include the contained meaning potentials; experiential, interpersonal, and textual aspects. The study analyzed three videos used as teaching and learning materials in a Maritime English course at a vocational university where the research was conducted. Foregrounded by SFL theories, the analysis of the videos utilized Multimodal Video Analysis (MMA) Software to present a selection process of teaching and learning materials in the form of YouTube videos. Findings show the specifics of the meaning potentials in the videos used for the teaching and learning materials of the Maritime English course. The results also highlight the positive qualities and drawbacks identified in the videos. Additionally, the findings of the study provide guidelines for selecting video materials suitable and relevant to the Maritime English course in vocational higher education in Indonesia.

scholarly journals Intercultural sensitivity and its effects on ELT curricula – Teacher insights

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Walead Etri
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Intercultural Sensitivity ◽  
Learning Experience ◽  
English Language Teaching ◽  
Original Research ◽  
Data Generation ◽  
Content Type ◽  
Teaching Context ◽  
Group Interviews

PurposeThis qualitative research set out to understand what teachers’ assessments were of the context of teaching as it relates to the curriculum, and what they consider appropriate for an optimal teaching and learning experience in a university english language teaching (ELT) context.Design/methodology/approachQualitative data were deemed required to understand the effects and understanding teachers had of the ELT curriculum as it played out in their teaching context. Focus group interviews and observations were the main method for data generation.FindingsThe context has a bearing on the ongoing development of teachers’ intercultural sensitivity (IS) frames and how they address IS over time in their context of teaching as it pertains to curriculum.Originality/valueThis is an original research paper which gives insight to knowledge about the relationship between ELT, curriculum and culture.

scholarly journals PRIMARY ENGLISH TEACHERS PROFESSIONAL DEVELOPMENT DURING COVID19 PANDEMIC: A PRELIMINARY RESEARCH

2021 ◽  
Vol 5 (1) ◽  
pp. 1-9
Author(s):  
Wiputra Cendana ◽  
Yonathan Winardi
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Experience ◽  
English Teachers ◽  
English Language Teaching ◽  
External Support ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Home Based

There have been many ways offered as professional development (PD) for language teachers as well as conferences discussing its trends and alternatives. However, the world is facing CoVid19 pandemic that changes the context and media of English language teaching and learning in primary classrooms at present. Therefore, there is a need for novice teachers to be equipped by ways and opportunities in professional development that suit with the existing context and available media to apply PD. A preliminary cross-sectional survey was done in late July 2020 to get feedback on the ways primary English teachers of two private schools in West Jakarta did professional development. Possible solutions and opportunities are offered to assist them having a sustainable and meaningful professional development in the future during home-based learning (HBL) due to CoVid19 pandemic.The conclusion of the research is the primary English teachers have done various PD ways and need internal and external support from the school and local government mainly in the infrastructure, in order to provide the best possibility of the new learning experience with the students in the online classroom.    

scholarly journals Evaluation of Hypermedia Tools in Terms of Usability Heuristics for English Language Teaching

2021 ◽  
pp. 133-149
Author(s):  
Vikas Rao Naidu ◽  
Shyamala Srinivas ◽  
Mahmood Al Raisi ◽  
Vishal Dattana
Keyword(s):  
Language Learning ◽  
User Satisfaction ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Experience ◽  
Design Guidelines ◽  
English Language Teaching ◽  
Qualitative Assessment ◽  
Smart Devices ◽  
User Interest

The technology-assisted teaching and learning process has seen a spurt in growth in the last two decades. The education technology field has rapidly embraced new tools and techniques to enhance the student learning experience. With the evolution of multimedia elements such as digital images, audio, video, graphics, and animation, the learning supported by technology has made learning flexible and accessible in terms of time and place. With Wi-Fi enabled campuses, it is much easier for students to learn using their smart devices enabled by hypermedia content. Hypermedia, also known as active media, is the multimedia content that brings in interactivity, where the user can interact with the system, rather than viewing the content in passive mode. This helps in generating a dialogue between the system and user, sustaining user interest. Some examples of hypermedia are interactive quizzes, games, interactive videos, etc. This study aims to investigate and evaluate four interactive tools, namely FluentU, Duolingo, Livemocha, and Hello English, which are designed for language learning. A qualitative assessment of the applications, including a review of past literature on language learning using tools, was undertaken. The expert evaluation or assessment was done using Jakob Nielsen’s ten heuristics or design guidelines. The objective was to compare the applications by measuring their usability against the standard heuristics. The goal of any usability study is user satisfaction. Through this interface evaluation, the researchers have concluded for designers that could be considered during future development of hypermedia-based tools.

scholarly journals INTEGRATING ICT IN ENGLISH LANGUAGE TEACHING AND LEARNING IN INDONESIA

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
Tuti Hidayati
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Teaching Style ◽  
English Language Teaching ◽  
Learning Materials ◽  
Integration Of Ict ◽  
Language Teaching And Learning

Indonesian ELT is complex for numerousreasons, and the level of students‟ outcome has beenregarded unsatisfactory by a number of researchers andacademics. This paper considers ICT as one of possiblealternatives to deal with the complexity of IndonesianELT and to improve its outcomes. It widely exploresICT integration in English LTL, especially on how ICThas been used in this field. It further investigates thebenefits and challenges of integrating ICT in LTL. Thepaper argues that the integration of ICT is promising forchanging and improving the effectiveness of the currentIndonesian ELT condition when it is carried out in linewith the effective LTL principles. The integration of ICTwill enable teachers to vary teaching and learningactivities, to gradually change the teaching style to bemore student-centred, to train students to have moreactive role in learning, and to access a huge range ofauthentic learning materials. The paper alsoacknowledges the contraints that will emerge in aneffort of integrating ICT in Indonesian English LTL.Hence, some recommedations for action are proposed atthe end.Keywords: English LTL, Indonesian ELT, ICT, benefit,challenge

scholarly journals Grammar Learning At Tertiary Level In Indonesia: A Curriculum Development Of Genre-Task Based Approach

2020 ◽  
Vol 1 (8) ◽  
pp. 41
Author(s):  
Wuwuh Asrining Surasmi ◽  
Suparti Suparti ◽  
Eka Fadilah
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Tertiary Level ◽  
Grammar Teaching ◽  
Grammar Learning ◽  
Based Instruction ◽  
Task Based Instruction

This article explores the grammar learning in two influential English language teaching (ELT) curriculum approaches to tertiary level and the potential approach to interweave them. The two prominent approaches shaping language learning in Indonesia are communicative language teaching (CLT) specified in Task-based Instruction and Genre approaches rooted in Systemic Functional Language (SFL). Given the various curriculum which comes and goes, bringing together with miscellaneous methods or approaches, it is urgently needed to adapt rather than adopt the wholesale methods or approaches by making the nexus between those two aproaches to fit the context. This article aims at revisiting creative and innovative grammar teaching and learning at tertiary educational level. We elucidate how those approaches foster English as a Foreign Language (EFL), notably, how grammar should be learnt and assessed through them.

scholarly journals Teachers’ Practices and Perceptions of the Use of ICT in ELT Classrooms in the Pre-Covid 19 Pandemic Era and Suggestions for the 'New Normal'

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Ang Sher Ryn ◽  
Sandaran, SC
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Learning Experience ◽  
Teaching Experience ◽  
English Language Teaching ◽  
School Level ◽  
Ict Literacy ◽  
Ict Integration ◽  
New Normal

ICT is the acronym for Information and Communication Technology and refers to a varied set of technological tools and resources used communication to create, disseminate, store, and manage information. In the context of teaching and learning, the integration of ICT can assist students in acquiring English language competency as well as enhancing the quality of their learning experience. Previous research has shown that there exists barriers to implementing ICT in teaching and learning, i.e. teacher-level barriers and school-level barriers. Despite there being barriers for ICT integration in teaching and learning, the Covid 19 pandemic has fast tracked ICT integration, and today teachers and students worldwide have been forced to work online regardess of whether they are prepared in terms of knowledge, skills and resources for the 'technologisation' of teaching and learning. This study investigated teachers’ practices and perceptions in using ICT in English Language Teaching (ELT) with a focus on the obstacles faced by English language teachers in using ICT in their lessons, measures taken to increase their ICT usage and the perceptions of using ICT in the classroom. Respondents in this study were 18 teachers in a premier school with either a training in English language teaching or English background and at least 5 years' teaching experience. Using a 60-item questionnaire, data was gathered on respondent’s ICT literacy, obstacles faced, ICT usage and their perceptions of using ICT in the classroom. The findings of the research suggest the lack of ICT literacy and time allocated for teaching and learning process as the main obstacles faced by English teachers in using ICT. In addition, the overall ICT literacy of the teachers were still limited and needed to be improved especially in the use of internet so that they would gain more confidence in implementing ICT in their classroom. While the findings show that the main problems that had restricted the teachers in using ICT in their teaching is the lack of ICT skills and confidence in implementing ICT in the classroom, this study recommends that schools provide more training and ICT courses to teachers to improve teachers’ ICT literacy as a measure to embrace the new normal of the Covid 19 pandemic digitalised era.

scholarly journals Evaluation of Hypermedia Tools in Terms of Usability Heuristics for English Language Teaching

2021 ◽  
Author(s):  
Vikas Rao Naidu ◽  
Shyamala Srinivas ◽  
Mahmood Al Raisi ◽  
Vishal Dattana
Keyword(s):  
Language Learning ◽  
User Satisfaction ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Experience ◽  
Design Guidelines ◽  
English Language Teaching ◽  
Qualitative Assessment ◽  
Smart Devices ◽  
User Interest

The technology-assisted teaching and learning process has seen a spurt in growth in the last two decades. The education technology field has rapidly embraced new tools and techniques to enhance the student learning experience. With the evolution of multimedia elements such as digital images, audio, video, graphics, and animation, the learning supported by technology has made learning flexible and accessible in terms of time and place. With Wi-Fi enabled campuses, it is much easier for students to learn using their smart devices enabled by hypermedia content. Hypermedia, also known as active media, is the multimedia content that brings in interactivity, where the user can interact with the system, rather than viewing the content in passive mode. This helps in generating a dialogue between the system and user, sustaining user interest. Some examples of hypermedia are interactive quizzes, games, interactive videos, etc. This study aims to investigate and evaluate four interactive tools, namely FluentU, Duolingo, Livemocha, and Hello English, which are designed for language learning. A qualitative assessment of the applications, including a review of past literature on language learning using tools, was undertaken. The expert evaluation or assessment was done using Jakob Nielsen’s ten heuristics or design guidelines. The objective was to compare the applications by measuring their usability against the standard heuristics. The goal of any usability study is user satisfaction. Through this interface evaluation, the researchers have concluded for designers that could be considered during future development of hypermedia-based tools.

Importance of Video Aids’ Usage in Teaching and Learning Process of English Language Classes

2015 ◽  
Vol 1 (3) ◽  
pp. 160 ◽  
Author(s):  
Eriselda Vrapi ◽  
Xhevdet Zekaj
Keyword(s):  
Elementary School ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Main Hypothesis ◽  
Communicative Skills ◽  
English Curriculum ◽  
9Th Grade ◽  
8Th Grade

This study aims to explore the use of video in English language teaching (ELT) elementary school (grades 8 to 9)... In addition, the thesis aims to find out how videos in English lessons helped to achieve the goals of English curriculum. The main hypothesis was that teaching with video would develop pupils’ communicative skills and, therefore, was appropriate for the communicative approach to ELT. The study addressed five research questions regarding the use of videos in English lessons in the case study school: why the teachers used videos in ELT, what kinds of videos were used in English lessons, how and how often videos were used, what was taught and learned through the use of videos and, finally, what the teachers’ and pupils’ attitudes to lessons with videos were. The research was performed as a case study at an Elbasan elementary school. The data for the research was obtained through the use of mixed methods: qualitative, in the form of interviews with four English teachers and observations of three of the interviewed teachers’ lessons with videos, and quantitative, in the form of a pupil questionnaire answered by 105 pupils from two 8th grade and two 9th grade classes.

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