scholarly journals Washback of English national exams at ninth-grade level in Thailand and Indonesia

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Wachyu Sundayana ◽  
Panusak Meekaeo ◽  
Pupung Purnawarman ◽  
Didi Sukyadi
Keyword(s):  
Language Learning ◽  
Grade Level ◽  
Teaching And Learning ◽  
English Language ◽  
Ninth Grade ◽  
Ninth Graders ◽  
English Language Teaching ◽  
English Language Learning ◽  
Ninth Grade Students

Washback refers to influences of testing on teaching and learning. In Thailand and Indonesia, washback of the Ordinary National Educational Test (O-NET) and Ujian Nasional (UN) inevitably occurs on teaching and learning in classrooms at every level. This present study aims to explore and compare the washback effects of the O-NET and UN on English language learning as perceived by Thai and Indonesian ninth-grade students. It is a multi-case study (Thailand case and Indonesia case) by using triangulation design as the research design. The questionnaires concerning washback effects of national exams on English language learning were distributed to 200 ninth-graders in the two cases. In addition, six students from each case were interviewed. The results reveal that in both cases, the participants focus to learn on contents and skills that were likely to appear in the national exams. The participants learned English harder to perform well in the tests rather than to improve their English ability. Moreover, the students had high anxiety during the test preparations and feared for low O-NET and UN scores. The results of the study contribute to future washback study and improvement of English language teaching and learning at ninth-grade in Thailand and Indonesia.

scholarly journals Revisiting the Communicative Approach: The Tripod Construct

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Hayat Al-Khatib
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Language Teaching ◽  
English Language Learning ◽  
Writing Proficiency ◽  
Language Performance ◽  
Learning Contexts ◽  
Essential Components ◽  
Communicative Approach

The Communicative Approach (CA) has been adopted in English Language-Learning contexts as the ultimate solution in English language teaching, following dissatisfaction with the structuralist approaches, grammar drills and audiolingualism (Liao, 2004; Hiep, 2007). The Communicative Approach promised rapid results in English language learning, however concerns have been voiced on a perceived decline in students’ performance in writing proficiency, following the shift in focus to communication (Lakhwe, 2016; Maalouf,2016). Thirty years after its implementation, calls were made to reevaluate the Communicative Approach based on case studies and results from ELL contexts (Bacha, 2016; Samra, 2016). Arguments provided that what may work in native contexts may not have the same impact in non-native learning contexts (Lakhwe 2016, Ghadi, Biddou and Boukanouf 2016). This case study seeks to identify the main tenets of the Communicative Approach in non-native contexts, and to recommend essential components to its application. The study is based on data collected from 198 students doing English communication skills courses and 45 participating English tutors in an English foreign language (EFL)university context, Lebanon. Findings suggest that performance remains the evidence of competence; however appropriate language performance is essentially reflective of a tripod model of CLT that incorporates correct linguistic application, appropriate sociolinguistic awareness and higher order strategic maneuverability.

The Scholarship of Engagement and Generative Learning Communities

2016 ◽  
pp. 235-264
Author(s):  
Gianina O Cabanilla
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Fiscal Year ◽  
English Language Learning ◽  
Scholarship Of Engagement ◽  
The Us ◽  
Partner Schools

The Regional English language learning (ELL) project in the American Spaces Philippines was established at the US Department of State's Bureau of Educational and Cultural Affairs (ECA) and Bureau of International Information Programs (IIP) in the fiscal year 2013 as a response to a study which showed the modest state of English language teaching and learning in the country. The project, a cooperation between English as a Foreign Language (EFL) educators and administrators at partner schools, universities, and American spaces in the archipelago counterparts and funded by the US Department of State's Bureau of Educational and Cultural Affairs (ECA) and Bureau of International Information Programs (IIP), was aimed at assisting with the production of more and better-qualified English as a Foreign Language (EFL) educators and administrators.

scholarly journals Traditional & Socio-Cultural Barriers to EFL Learning: A Case Study

2015 ◽  
Vol 8 (12) ◽  
pp. 191
Author(s):  
Jameel Ahmad
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Cultural Barriers ◽  
Barriers To Learning ◽  
Efl Learners ◽  
English Speaking

<p>This research tends to ascertain several traditional and socio-cultural barriers to English language learning in Saudi Arabia and to explore more ways than before for making teaching and learning more effective. The findings of four quantitative and qualitative surveys conducted in this regard reveal a unique traditional and socio-cultural milieu, which turns the Saudi EFL learners lackadaisical towards English. The belief that prosperity and prestige are blessed by divine force rather than proficiency in English has influenced Saudi parents and Saudi EFL learners since time in memorial. In addition, a laissez-faire attitude to English language teaching in Saudi schools, lack of motivation for English, inadequacy of competitive and learning environment both at home and schools, and the appointment of some unskilled school-teachers were investigated as some of the major barriers to learning English in the Kingdom of Saudi Arabia. A piecemeal reform taken over a period was found ineffective. Therefore, implementation of culturally relevant English curricula, learner-centered instruction, appointment of skilled English teachers and establishment of boarding schools were recommended to address the aforementioned challenges. The findings of the present research is no doubt specific to Saudi EFL context but the traditional and socio –cultural barriers and the exclusion of local culture in EFL textbooks may have exactly the same impact in many non-native English speaking countries.</p>

scholarly journals Languages Without Borders: TESOL in a Transient World

2012 ◽  
Vol 29 (2) ◽  
pp. 143 ◽  
Author(s):  
Shondel Nero
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Fundamental Question ◽  
English Language Teaching ◽  
English Language Learning ◽  
Natural Evolution ◽  
Learning And Teaching ◽  
Goods And Services

In today’s transient world, where a continual multidirectional flow of people, goods, and services has deterritorialized languages and their users, languages, especially English, are now without borders. In this context, English language teaching (ELT) as a profession is called to a new task. In this article, I examine this task by asking the fundamental question: What does/should English-language teaching and learning look like in a world of languages without borders? I discuss the changing faces of English within and beyond the field of TESOL. I argue that the spread and natural evolution of English itself, combined with the transience in the population of English-language users, have forced a reexamination of the goals of English-language learning and teaching as well as a reconceptualization of the English language itself along with sacredly held paradigms in ELT.

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.

scholarly journals Developing Little Bridge as an evidence-informed English language learning platform for 6–12 year olds

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Emma Rogers ◽  
Kristen Weatherby
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
English Language ◽  
Social Aspect ◽  
English Language Learning ◽  
Learning Platform ◽  
Global Language ◽  
The Relationship

English is considered by many to be the global language of business and communication and, as such, parents and educators in countries in which English is not a native language are now encouraging children to study English at a young age. Much second language teaching and learning, however, does not take into account the real-world context within which language will be put to use. Little Bridge has developed an English language learning platform for students aged 6−12 years, within which learners acquire English vocabulary and skills and are able to apply what they have learned in real conversations with other English learners around the world. As part of UCL’s EDUCATE research accelerator programme, Little Bridge worked with a mentor to design and conduct mixed-methods research into the relationship between this social aspect of their platform and students’ achievement in learning English. Findings suggested that Little Bridge users who are the most active participants in the platform’s social network also complete more of the platform’s learning activities and achieve better results than those with the lowest social participation rates. The relationship between the academic mentor and Little Bridge enabled the company to develop a research mindset, understand the value of the data that they already have, and improve their understanding of the platform.

scholarly journals Effects of Pop Culture for Improving Student-Teachers’ Writing Skill (A Case Study at Galuh University)

2018 ◽  
Vol 4 (1) ◽  
pp. 47
Author(s):  
Ratnawati Ratnawati
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
English Language ◽  
Pop Culture ◽  
English Language Teaching ◽  
Teaching Writing ◽  
Authentic Materials ◽  
Descriptive Case Study ◽  
Writing Skill

Writing, one of the four skills which have to be taught by educators in language learning. Starting from classroom observation implied that students confronted the difficulties in writing involving generating ideas, organizing words, and making compositions. This study supposes to explore some effects of pop culture as authentic materials for English language teaching in improving students’ writing skill. Due to pop culture relates to students’ life and experience, it is considered to be a stimulus for gaining students’ ideas, information, motivation, and interest in teaching writing. The students of secondary school were involved in this study and descriptive case study was employed to observe the importance of pop culture in writing class. Also, questionnaires and students’ works are the instruments to measure its effects. Both students’ works and result of the questionnaires pointed out that significantly improvement obtained after applying pop culture. In line with findings, it can be said that pop cultures have significant effects toward students’ writing skill. So, educators need to apply pop culture as their choices in future planning lesson.

scholarly journals Update Chapter English Language Learning Using Social Media

2017 ◽  
Vol 6 (2) ◽  
pp. 265-271
Author(s):  
Evi Mahsunah
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Strategy ◽  
Language Teaching ◽  
English Language Teaching ◽  
Media Technology ◽  
The Social ◽  
Language Teaching And Learning

This study explores the changing students’ habit update status in social media into update chapter to increase their achievement in English. It is a learning strategy in English language teaching and learning using social media technology. The aim is to motivate students more active to read their literature and then share and discuss their reading in social media. The students not only have to update their chapter in reading, but also have to give comment or respond to their friends update. So, this strategy makes the students discuss their lesson more than usual. This study uses questioner and documentation technic to collect the data. Based on the data, it is known that students are already using social media for purposes that include the social and the educational. Update chapter make them using this technology in class/after class. Social media brings learning outside the classroom autonomous, independent, motivational and fun. Therefore, the students‘achievement in English language teaching and learning also increases significant.

Becoming a process drama practitioner: An exploratory study of higher education language teachers in Japan

2021 ◽  
pp. 136216882110609
Author(s):  
Kim Murray ◽  
José Reis-Jorge ◽  
Julie-Anne Regan
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Process Drama ◽  
Educational Approach ◽  
Japanese Higher Education

Research in language learning indicates that process drama (PD), an educational approach where students and teachers work in and out of role to explore themes and issues, can be well suited to the Japanese higher education (HE) context. Despite the benefits highlighted in the literature, PD remains a niche approach to language teaching and learning, with a limited number of practitioners in Japan. This study seeks to uncover language teachers’ experiences of becoming Process Drama Practitioners (PDPs) and using and sharing PD as an English language teaching approach in Japanese HE. Data were collected via in-depth interviews with six experienced PDPs. The findings indicate that prior positive experiences with drama was an encouraging factor of the adoption and self-directed initial use of PD in their teaching practices. Positive student outcomes and feedback were primary motivators for continued use of PD. Experiences of sharing PD led to a perceived need to distinguish PD from theatre-based approaches and establish connections to familiar approaches to language teaching.

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