scholarly journals Tertiary English students’ attitude towards intercultural language learning

2020 ◽  
Vol 9 (3) ◽  
pp. 657-665 ◽  
Author(s):  
Ruly Morganna ◽  
S. Sumardi ◽  
Sri Samiati Tarjana
Keyword(s):  
Language Learning ◽  
Teaching Practices ◽  
Positive Attitude ◽  
English Education ◽  
Three Dimensions ◽  
English Teaching ◽  
English Classrooms ◽  
Central Java ◽  
Positive Tendency ◽  
English Students

The nature of English as the world lingua franca and the nature of Indonesian students who are multicultural call for the application of Intercultural language learning (ILL) approach in English education in Indonesia. However, the complexities of ILL seem to demand English teachers’ positive attitude towards ILL even since they became tertiary English students so that ILL could be ideally implemented in the classroom. This study was conducted to delve into tertiary English students’ attitude towards ILL and to confirm their English teaching practices according to the perspective of ILL principles. Tertiary students taking English Education major at a State University in central Java were chosen to be the participants. Interview, questionnaire, and observation were deployed to garner the data. The findings demonstrated that most of the tertiary English students had a positive attitude towards ILL. Their judgments exhibited a positive tendency to accept and support ILL ideologies and principles. Their positive tendency covered three dimensions: affection (76.13%), cognition (75.08%), and behavior (75.16%). Observations showed that their English teaching practices tended to confirm their positive attitude towards ILL. They were able to apply three ILL principles consisting of active construction, making connection, and interaction. Other studies are expected to address ILL implementation in the formal English classrooms at Indonesian schools so that detailed merits and challenges as well as solutions with respect to ILL implementation can be revealed.

College Business English teaching in the context of multimedia network

2021 ◽  
pp. 002072092110077
Author(s):  
Yan Liang
Keyword(s):  
Language Learning ◽  
English Education ◽  
Classroom Teaching ◽  
Business English ◽  
Teaching Mode ◽  
College English ◽  
English Teaching ◽  
Multimedia Network ◽  
English Classroom ◽  
Reform Model

With the advent of the Internet age, network information technology is rapidly entering college English classes, which fundamentally changes the mode of college English teaching. In college English classroom teaching mode, as a brand teaching form, College English multimedia network teaching environment has brought advantages to classroom teaching, but also brought about impacts on teaching concepts, teaching models, teaching methods and other aspects. There are some phenomena that are inconsistent with the reform model at the students, teachers and the environment. The balance of traditional English classroom teaching has been broken, which has affected the smooth progress of college business English classroom teaching mode reform. It is very important to analyze and resolve these imbalances and find ecological methods for optimizing university English education. In this context, the advent of multimedia-assisted education technology has provided better conditions for the implementation of Business English classroom education in universities. Multimedia-powered business English education allows teachers to create a better language learning environment in class more conveniently and quickly, helping students acquire grammar knowledge and achieve their educational objectives.

scholarly journals STUDENTS’ ATTITUDE TOWARD THE USE OF INTERNET IN ENGLISH CLASSROOM

2020 ◽  
Vol 5 (1) ◽  
pp. 15-26
Author(s):  
Mesi Oktavia ◽  
Reflinda Reflinda ◽  
Absharini Kardena
Keyword(s):  
Language Learning ◽  
Positive Attitude ◽  
Simple Random Sampling ◽  
The Internet ◽  
Cognitive Aspect ◽  
English Classrooms ◽  
The Mean ◽  
Students Attitudes ◽  
Use Of The Internet ◽  
English Classroom

         Related literature indicates that the internet has an important role and great potential in language learning. It is also obvious that the attitudes of students affect the learning process significantly. This research aimed to find out the students’ attitude toward the use of the internet in English classrooms. The design of this research was survey research in which the sample was collected from 37 students at SMK Pembangunan Bukittinggi which used simple random sampling as the technique sampling of the research. Additionally, the analysis of the data was done by identifying the respondent’s responses, analyzing the data, and making a conclusion. The result showed that the mean score of students’ attitudes toward the use of the internet in the cognitive aspect was 3.7. It means that the students had a positive attitude in the cognitive aspect. Besides, the mean score of students’ attitudes toward the use of the internet in terms of the affective was 3.3. It means the students had a positive attitude toward the use of the internet in terms of affective. In addition, the mean of the conative attitude statement was 3.4. It means the students had a positive attitude in the conative aspect related to the use of the internet.

scholarly journals AN EVALUATION OF LANGUAGE LEARNING STRATEGIES USED BY ENGLISH STUDENTS

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Bunga Ayu Wulandari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Education ◽  
English Department ◽  
Language Learning Strategies ◽  
Training And Education ◽  
Part D ◽  
Part C ◽  
Social Part ◽  
English Students

This research investigates the language learning strategies used by English students of Faculty of Teacher Training and Education (FKIP, hereafter) of Universitas Jambi. This research employed the Strategy Inventory for Language Learning (SILL) questionaires designed by Oxford (1990) to obtain data from 85 students of the fifth semester class 2015 studying at the English Department. The statistical analysis of the data revealed that students opted for metacognitive (Part D), social (Part F), cognitive (Part B), compensation (Part C), memory (Part A), and affective (Part E)  strategies respectively as the most strategies they have used most in their language learning process. This finding shows that teachers can actually assess their students’ view about their learning strategies. This finding implies that teachers should be aware that students have different preferences to learn so that teachers need to be prepared to conduct variety of teaching strategies in their classrooms as well as emphasing the importance of learners’ metacognitive strategies without leaving out the other learning strategies. ABSTRAKRiset ini menginvestigasi strategi pembelajaran Bahasa Inggris yang digunakan oleh mahasiswa-mahasiswa Prodi Bahasa Inggris pada Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas jambi. Riset sekarang ini menggunakan kuestioner the Strategy Inventory for Language Learning (SILL) yang didesain oleh Oxford (1990) untuk memperoleh data dari 85 mahasiswa-mahasiswa semester 5 kelas 2015 yang belajar pada Prodi Bahasa Inggris.  Data statitis menunjukkan mahasiswa-mahasiwa memilih strategi metacognitive (Part D), social (Part F), cognitive (Part B), compensation (Part C), memory (Part A), dan affective (Part E) berturut-turut sebagai strategi yang paling sering digunakan dalam proses pembelajaran Bahasa Inggris mereka. Temuan ini menunjukkan bahwa guru dapat menilai pandangan siswa-siswa tentang strategi pembelajaran bahasa. Temuan ini juga mengimplikasikan bahwa guru semestinya menyadari bahwa siswa memiliki pilihan-pilihan yang berbeda dalam belajar sehingga guru perlu mempersiapkan berbagai macam variasi strategi mengajar dalam kelas sekaligus menekankan pentingnya strategi metacognitive pada siswa tanpa mengabaikan strategi pembelajaran bahasa lainnya.  How to Cite: Wulandari, B. A. (2018). An Evaluation of Language Learning Strategies Used by English Students. IJEE (Indonesian Journal of English Education), 5(1), 16-25. doi:10.15408/ijee.v5i1.8460

scholarly journals Pedagogical Principles, Practices and Preventives as Perceived by ESP Practitioners: Humanities in Focustitioners: Humanities in Focus

2013 ◽  
Vol 1 (1) ◽  
pp. 75
Author(s):  
Reza Zabihi ◽  
Momene Ghadiri ◽  
Dariush Nejad Ansari
Keyword(s):  
Teaching Practices ◽  
English Language ◽  
English Education ◽  
Language Education ◽  
Perceived Barriers ◽  
English Language Education ◽  
Teaching Career ◽  
English Teaching ◽  
Teachers Beliefs ◽  
Pedagogical Principles

<p>The aim of this research was to describe what Iranian ESP teachers believe to be the main pedagogical<br />principles and what their perceived barriers seem to be. The examination of these principles and<br />barriers were mainly based on the interviewees’ English background, followed by the elicitation of<br />teachers’ beliefs about the main pedagogical principles of English Language Education in their<br />department, their teaching practices inside the class, dilemmas and obstacles they faced with during<br />their English teaching career and how they cope with or manage those dilemmas, and ended with their<br />suggestions for improvement of English education in Faculties of Humanities. Data were subsequently<br />transcribed, modified, analyzed and translated into English. The results properly reflected various<br />perceived theoretical beliefs of ESP teachers regarding pedagogical principles as well as the obstacles<br />which prevent them from following those principles.</p>

scholarly journals College English Teaching Status and Individualized Teaching Design in The Context of Mobile Learning

2019 ◽  
Vol 14 (12) ◽  
pp. 85
Author(s):  
Yuan Zhang ◽  
Lu Zuo
Keyword(s):  
College Students ◽  
Mobile Learning ◽  
English Education ◽  
Scientific Basis ◽  
Three Dimensions ◽  
English Learning ◽  
College English ◽  
English Teaching ◽  
The Status ◽  
Individualized Teaching

This paper aims to optimize the design of individualized classroom teaching for mobile English learning in colleges, and find a scientific and effective English teaching mode and strategy for mobile learning. For this purpose, the application and evolution of mobile learning in English teaching was investigated, and the concept and theoretical bases of mobile learning were introduced in details. Through literature review, questionnaire survey and face-to-face interview, the status of mobile English learning among college students was analysed qualitatively and quantitatively from three dimensions, namely, the mobile device, learning resource and learning attitude. Then, several strategies for individualized teaching reform were presented through status analysis. Finally, the application of individualized mobile English learning was demonstrated through case studies on public platforms like Weibo and WeChat. The research findings shed new light on the individualized English learning among college students and lay a scientific basis for the application of mobile learning in college English education.

scholarly journals Cultural Resistance to Imported Pedagogy

2016 ◽  
Vol 4 (2) ◽  
pp. 1-9
Author(s):  
Zhuxiu Tan
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Cultural Resistance ◽  
Chinese Context ◽  
English Teaching ◽  
English Classrooms ◽  
Pedagogical Choices ◽  
English Classroom

Task-based language teaching (TBLT) is one way of translating some principles of communicative language teaching (CLT) into practice. It offers practical ways of establishing a balance in classroom instruction between developing ‘knowing how’ and ‘knowing what’, the latter of which is caused by the traditional English teaching ‘presentation, practice and production (PPP) model popular in English classrooms in the People’s Republic of China. However, TBLT has failed to make the biggest impact on English language teaching (ELT) as expected in Chinese context as an imported pedagogy. This paper investigates one of the most important potential constraints on the adaptation of TBLT in the English classroom, namely, the Chinese cultural of learning. It argues that TBLT and the Chinese cultural of learning are in conflict in several important aspects mainly including the following relationship: Input-oriented or output-oriented approach to language learning, teacher-centeredness or student-centeredness, language knowledge or language ability and so on. In view of such fundamental differences caused by the Chinese cultural of learning which puts great emphasis on the input of learning for students, this paper contends that it is sometimes counterproductive to adopt the pedagogy which originated and developed in a different sociocultural context. It concludes by arguing for the necessity of adopting a cautious approach to using the imported pedagogy in Chinese context and developing a sensible consciousness facing pedagogical choices in English teaching classrooms.

English Students’ Attitudes towards English Language Teaching and Learning at IAIN Padangsidimpuan

2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Ida Royani ◽  
T. Silvana Sinar
Keyword(s):  
Language Learning ◽  
Role Models ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Learning ◽  
Learner Centered ◽  
Students Attitudes ◽  
English Students

This study investigated the English students’ attitudes of IAIN Padangsidimpuan towards both English language teaching in terms of (a) language-centered, (b) learner-centered, and (c) learning-centered method; and learning English in terms of scales (a) attitudes toward long-term English learning, (b) interest in culture and communication, (c) perception about studying in school context, (d) images associated with English, (e) English learning activities, (f) exposure to English outside school, (g) self-rated four English skills, (h) self-reported academic English grade, and (i) identification of English role models. The data were obtained by questionnaire and interview from 10 selected students in which 4 male and 6 female students in 7th semester and were analyzed by steps provided by Gay, L.R and Airasian (1996). The result showed:  first, English students’ attitudes towards English language teaching had been found highly onlearning-centered method, followed by learner-centered method in second range, and almost negative view in language-centered method.Second, English students’ attitudes towards English language learningwere positivein scales; long-term English learning, interest in communication, and images associated with English.  Third, role of students’ gender on English language learning were not found. Reasons for this statement are (i) status of English as international language and (ii) equalization of getting education for male and female. Keywords: attitude, language teaching, language learning, and gender

THE ADVANTAGES OF PROMOTING LEARNERS’ AUTONOMY IN EFL CONTEXT

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Hapsari Dwi Kartika
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learner Autonomy ◽  
Language Learner ◽  
Autonomous Learning ◽  
English Teaching ◽  
Efl Context ◽  
Definition Of ◽  
Students Success

This paper explains why learner autonomy is taken into account in language learning where English is a foreign language for the learners particularly in Indonesia. The definition of learner autonomy and its advantages to language learner in EFL contexts will be described within this paper. Many scholars from psychological education and English teaching and learning had proved that language learning can be improved by certain strategy. They revealed the correlation between the autonomous learning with students’ success in learning with different aspect. The definition of autonomy is similar to many different words such as self-regulated and self-determined. Finally, the writer suggests how teacher can promote the autonomous learning atmosphere in the classroom.Keywords: strategy, promoting autonomy, EFL context, Indonesia

scholarly journals Exploring Residents’ Perceptions of the Socio-Cultural Benefits of Tourism Development in the Mountain Area

Societies ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 83
Author(s):  
Iulia C. Muresan ◽  
Rezhen Harun ◽  
Felix H. Arion ◽  
Ava Omar Fatah ◽  
Diana E. Dumitras
Keyword(s):  
Positive Attitude ◽  
Statistical Tests ◽  
Tourism Development ◽  
Principal Component ◽  
Local Communities ◽  
Three Dimensions ◽  
Development Economic ◽  
Mountain Area ◽  
Sustainable Tourism Development ◽  
The Impact

Development of tourism affected the socio-cultural environment of many destinations. Previous studies have focused more on analyzing the impact of tourism on all three dimensions of sustainable development (economic, environment and socio-cultural); therefore, the present paper examines tourism development’s impact with regard to the socio-cultural benefits that enhance sustainable tourism development. A survey based on a questionnaire was employed in June 2018 in a mountain village in Cluj County, Romania. The collected data were analyzed using principal component analysis, and several statistical tests were conducted. The results indicated that the respondents have a positive attitude towards tourism development and socio-cultural perceived benefits. Older people and those running a business tend to perceive more positively the benefits of tourism development. The findings of the research could contribute to future development strategies, as it is well known that supporting local communities influences the success of tourism destination.

scholarly journals Analyzing input quality along three dimensions: interactive, linguistic, and conceptual

2019 ◽  
Vol 47 (1) ◽  
pp. 5-21 ◽  
Author(s):  
Meredith L. ROWE ◽  
Catherine E. SNOW
Keyword(s):  
Socioeconomic Status ◽  
Early Childhood ◽  
Language Learning ◽  
Pretend Play ◽  
Three Dimensions ◽  
Book Reading ◽  
Future Research ◽  
Input Quality ◽  
Children's Development

AbstractThis paper provides an overview of the features of caregiver input that facilitate language learning across early childhood. We discuss three dimensions of input quality: interactive, linguistic, and conceptual. All three types of input features have been shown to predict children's language learning, though perhaps through somewhat different mechanisms. We argue that input best designed to promote language learning is interactionally supportive, linguistically adapted, and conceptually challenging for the child's age/level. Furthermore, input features interact across dimensions to promote learning. Some but not all qualities of input vary based on parent socioeconomic status, language, or culture, and contexts such as book-reading or pretend play generate uniquely facilitative input features. The review confirms that we know a great deal about the role of input quality in promoting children's development, but that there is much more to learn. Future research should examine input features across the boundaries of the dimensions distinguished here.

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