scholarly journals PROJECT BASED ACTIVITIES IN A CALL CLASSROOM: EFL STUDENTS’ EXPERIENCES

2018 ◽  
Vol 11 (1) ◽  
pp. 6
Author(s):  
Yustinus Calvin Gai Mali ◽  
Anne Indrayanti Timotius
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Ministry Of Education ◽  
Use Of Technology ◽  
Efl Teachers ◽  
Before And After ◽  
Research Findings ◽  
Efl Students ◽  
Anxiety Levels ◽  
Students Attitudes

This study investigates students’ perspectives and measured their attitude, confidence, and anxiety when interacting with omputer Assisted Language Learning (CALL) through project-based instructions. Thirty students from a CALL course participated in this study by responding to a questionnaire and writing a reflective note about their experiences in the course. The qualitative research findings indicate that the majority of the students possess a ositive attitude, confidence and anxiety levels towards the use of technology in their course even though the statistical analysis indicated that there were no significant differences of the students’ attitudes, confidence, and anxiety levels before and after taking the CALL course. Considering the findings, the researchers suggest hat the technology-based projects discussed in the present study can become viable learning activities to prepare pre-service EFL teachers to deal with the effort and initiative by the Ministry of Education in some countries to encourage local teachers integrating the best and wisest use of technology into lessons. Pedagogical implications for teaching and learning CALL as well as direction for further research are discussed in the study.

scholarly journals Investigating Indonesian EFL Students’ Responses of the Implementation of Intercultural Language Learning

2015 ◽  
Vol 4 (1) ◽  
pp. 66
Author(s):  
Fauzi Miftakh
Keyword(s):  
Qualitative Study ◽  
Foreign Language ◽  
Language Learning ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
English Education ◽  
Daily Life ◽  
Education Department ◽  
Efl Students ◽  
Students Attitudes

This study aimed at discovering the students‟ responses to the implementation of intercultural language learning at the sixth semester students of the English Education Department, University of Singaperbangsa Karawang, Indonesia. The focus of the study was on 1) the students‟ general attitudes toward the course, 2) the students‟ attitudes toward the implementation of teaching and learning and 3) the students‟ responsibility as an intercultural person. This study was designed as a descriptive qualitative study that involved 31 participants. The data were collected through questionnaire and interviews. Based on the findings, the students gave positive responses to the implementation of intercultural language learning and they showed a greater interest in participating in the course. The intercultural language learning also proved that the students were given the opportunity to become intercultural speakers either during the teaching and learning process or in their daily life. Finally, it recommends that the intercultural approach should be implemented by other English teachers in any subject and at all levels of students.Keywords: interculural language learning, intercultural competence, English as a foreign language.

scholarly journals Spontaneous Gesturing in the EFL Classroom and its Impact on Interaction and Learning: A Case Study

2017 ◽  
Vol 5 (2) ◽  
pp. 34
Author(s):  
Haifa H AlGhamdi ◽  
Fatimah M A Alghamdi
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Classroom Interaction ◽  
Vocabulary Retention ◽  
Independent Observer ◽  
Efl Teachers ◽  
Efl Students ◽  
Preparatory Year

The purpose of this study is to explore the effect of English as a Foreign Language (EFL) teachers’ spontaneous use of non-verbal gesture cues in classroom atmosphere and in teaching and learning English vocabulary at college, EFL Saudi context. Two groups consisting of thirty-nine female students, who are studying in their preparatory year at a major Saudi university, and two female EFL teachers participated in the study. For one session each, the two groups were observed by one of the researchers and an independent observer. Each of the two groups’ teachers was observed while teaching her subject matter to students where the students had to learn a list of new English vocabulary items. Qualitative data from the classroom observation sessions were gathered to identify possible differences in nonverbal behavior and to explore its effect on classroom interaction and general atmosphere. Quantitative data, on the other hand, was gathered through vocabulary tests to find out if different EFL teachers’ nonverbal conduct will impact vocabulary learning. The findings of the study revealed that gesture has a positive impact on classroom interaction. Moreover, gesture has a significant impact on the EFL students’ vocabulary retention. Based on the data anlysis and findings of this study, several implications are made on the topic of gesture and its impact on language learning and classroom interaction for further research and classroom practices.

scholarly journals QR Codes Utilization in EFL Classroom: Affective Language Learning Attributes in Writing

2020 ◽  
Vol 5 (1) ◽  
pp. 1-13
Author(s):  
Christopher Molingit Balintag ◽  
Jeffrey Dawala Wilang
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Language Performance ◽  
Qr Codes ◽  
Use Of Technology ◽  
Before And After ◽  
Language Classrooms ◽  
Current Survey ◽  
The Relationship

Background:Numerous positive gains have been reported on the use of technology in language learning. The current survey of published journal articles reveals a lack of research on its integration to language teaching and learning in graduate language classrooms in EFL settings. In this study, the use of QR codes in the graduate EFL classroom has been investigated concerning its relatedness to affective language learning attributes (herein referred to as ALLAs) including anxiety, engagement, motivation, self-esteem, among others during the lesson on the process of writing. Three objectives were sought (1) to know students’ perceptions on ALLAs before and after the use of QR codes, (2) to establish the relationship between students’ perceived ALLAs and language performance, and (3) to understand specific situations that trigger positive or negative reactions.Methodology:The students were asked to indicate their perceptions concerning ALLAs by using a survey questionnaire before and after the activity. They were also asked to do the QR codes activity to create an essay outline. Further, an open-ended questionnaire was provided to indicate their negative or positive reactions to specific situations during the QR-coded activity.Findings:Results suggest the following (1) there are significant differences in the students’ perceived ALLAs before and after the activity, (2), there is a significant positive correlation between ALLAs and language performance, and (3) twelve specific situations were found to provoke dynamic ALLAs reactions.Conclusion:It is suggested that the use of available technological innovations must be introduced to graduate language teachers as its impacts on ALLAs are overwhelmingly beneficial.

scholarly journals Using Drama in EFL Classroom

2019 ◽  
Vol 5 (2) ◽  
pp. 125
Author(s):  
Luh Angelianawati
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Learning ◽  
Practical Guideline ◽  
Efl Teaching ◽  
Teachers And Students ◽  
Research Findings ◽  
Potential Benefits ◽  
Efl Classrooms ◽  
The Many

Due to the many potential benefits and drama can offer in language learning, there has been a growing interest to use drama in ESL/EFL classrooms. However, the practice still causes many difficulties to both teachers and students due to several factors. This article reviews current theories and research findings on the use of drama in ESL/EFL teaching and learning to provide a better understanding of the use of drama to facilitate learning in EFL classrooms. It begins with current theories behind drama use in English learning. This section tries to clarify what drama is in the context of ESL/EFL, what benefits it offers, and what challenges teachers potentially meet. After that, the discussion focuses on a practical guideline for using drama in the classroom. It proceeds with a brief description of some useful drama techniques. The article ends by offering some concluding remarks.

scholarly journals Building EFL Students‟ Reservoir through Multimodal Classroom: Teacher‟s Perspective

2021 ◽  
Vol 7 (2) ◽  
pp. 44-49
Author(s):  
Laily Maulida Septiana Harti ◽  
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Classroom Teacher ◽  
English As Foreign Language ◽  
Efl Context ◽  
Use Of Technology ◽  
Efl Students ◽  
English Literacy ◽  
Global Language ◽  
Conducive Environment

The ever-growing ideology of English as global language has brought significant effect to education. Moving from the want to learn the language, English literacy has become the need. Learning English thus becomes an urge, especially in English as Foreign Language (EFL) context. Teaching English needs to go over teaching the elements of the language itself, but more to encouraging learners to be able to negotiate meaning in their purposeful interaction. In EFL teaching and learning setting, various studies focusing on the pedagogy have been conducted. This study is, indeed, leading to the pedagogy of English, focusing on the resources that teachers can utilize to create a conducive environment for learning and building the students’ reservoir. In addition, the concept of space in educational setting has given a valuable contribution to carry out pedagogical approach multimodally. This paper examines the employment of multimodal classroom in an EFL university context in Indonesia to develop students’ reservoir of English. How multimodality and the use of technology provide affordances and possible constraints to the teaching and learning process is as well presented according to published researches on the same field of study.

scholarly journals Language Learning Strategies, Motivation, and Writing Achievement of Indonesian EFL Students

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Mutiatun Nasihah ◽  
Bambang Yudi Cahyono
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching Writing ◽  
Writing Achievement ◽  
Language Learning Strategies ◽  
Efl Teachers ◽  
Big City ◽  
Efl Students ◽  
Writing Tests

This study aims at investigating the correlation between language learning strategies (LLSs) and writing achievement, the correlation between motivation and writing achievement, and the correlation between LLSs combined with motivation and writing achievement. It involved one-hundred English as a foreign language (EFL) students of a senior high school which is located in a big city in Indonesia. The students were selected randomly to be the participants of this study. The data were collected by using the Strategy Inventory for Language Learning (SILL) questionnaire, motivation questionnaire, and writing tests. The results of research revealed that the null hypotheses for the three correlational analyses were rejected. In other words, there is a significant correlation between LLSs and writing achievement; there is a significant correlation between motivation and writing achievement; and there is a significant correlation between LLSs combined with motivation and writing achievement. Theoretically, this study supports the important roles of LLSs and motivation, either separately or combined, in predicting writing achievement. Pedagogically, when teaching writing, EFL teachers are recommended to introduce the potential of LLSs to EFL students, arouse the students’ motivation to write, or to apply both of them simultaneously to boost EFL students’ writing achievement.

scholarly journals Discursive Representations of Digital Artifacts in an EFL Classroom: Analysing Discursive Voices of Pre-Service Teachers of English

2021 ◽  
Vol 74 (3) ◽  
Author(s):  
Oleksandr Kapranov
Keyword(s):  
Foreign Language ◽  
Present Article ◽  
Teaching And Learning ◽  
Control Group ◽  
Respective Control ◽  
Respective Control Group ◽  
Efl Teachers ◽  
Efl Students ◽  
Argumentative Essays ◽  
Discursive Representations

The present article presents and discusses a study that seeks to analyse discursive representations of digital artifacts in the teaching and learning of English as a Foreign Language (EFL) by pre-service EFL teachers (henceforth – participants). The study involves a corpus of argumentative essays on a range of topics in EFL didactics written by the participants and their respective control group which is comprised of non-teacher EFL students. The analysis of the corpus of essays reveals that whilst there are discursive representations of digital artifacts that are shared between the groups of participants and controls, there appear to be discursive representations of digital artifacts that are group-specific. These findings and their linguo-didactic implications are further described in the article.

scholarly journals Colombia’s nationwide EFL policy and the construction of equity in policy documents

2017 ◽  
Vol 11 (4) ◽  
pp. 57-74
Author(s):  
Daniel Villegas
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Critical Discourse ◽  
Ministry Of Education ◽  
Social Efficiency ◽  
Policy Documents ◽  
The Government

The Colombia Bilingüe (Colombia Bilingual)1 program was introduced by the Ministry of Education (MEN) in 2004 with aims of increasing the teaching and learning of English as a Foreign Language (EFL) at primary, secondary and tertiary education level. However, this program has failed to reach its set language goals and has come under strong criticism. Scholars suggest that Colombia Bilingual has not only been unsuccessful in improving English skills but has resulted in unequal practices by favoring language instrumentation, marketization of language services and stratification of people. This paper offers a Critical Discourse Analysis of seven policy papers set forward by the government that have introduced and given continuation to this program. I will argue that the construction of equity in Colombia’s EFL policy is framed within a limited interpretation that has mainly given priority to improving Colombia’s international competitiveness while overlooking other important elements of equity such as autonomy, identity, and equality. I will conclude that the presence of social efficiency messages in the policy documents substantiates previous studies’ criticism and highlights the importance of policy documents towards reaching more equitable language learning practices.

scholarly journals PROJECTS BASED LEARNING ACTIVITIES IN A CALL CLASSROOM: LET’S SEE AND TRY!

2016 ◽  
Vol 1 (3) ◽  
pp. 233
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Language Education ◽  
Study Program ◽  
Efl Teachers

This paper discusses three main projects and their related activities that students do in a Computer Assisted Language Learning (CALL) classroom at English Language Education Study Program, Dunia University Indonesia. The practical discussions in this paper will be an interest of English as a Foreign Language (EFL) teachers in Indonesia who look for practical ideas to teach the use of CALL in EFL classrooms, feel interested in integrating CALL into their classroom practices, and wish to explore ideas about how their students can benefit from technology. At the end of the paper, I address voices to support the use of CALL in teaching and learning in Indonesia.  

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