scholarly journals EXPLORING THE ROLE OF UPDATED TECHNOLOGY IN UNIVERSITY ENGLISH LANGUAGE CLASSROOM

2021 ◽  
Vol 58 (1) ◽  
pp. 5647-5655
Author(s):  
Dr. Sundus Aj. Kamil
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Language Teaching ◽  
English Classrooms ◽  
English Classes ◽  
Use Of Technology ◽  
Language Classroom ◽  
Language Classrooms ◽  
English Classroom ◽  
Google Search

 Technology nowadays has become the trend of every aspect of life and  teaching  is not away from the that fad. What Elbert Einstein indicates “It has become appallingly obvious that our technology has exceeded our humanity”  ,has been sharply outlined. The adoption  of updated technology represents an important  advance in modern English language teaching methods. The use of technology in an English classroom  is involved with a variety of technical gadgets  like a variety of mobile phones, wireless phone, laptop, tablets, notebooks, pen drives, online dictionary in addition to social media  such as Facebook, Orkut, and Google search. English classes have become a part of the novel trends. They encourage  the English teachers  to investigate  the best appropriate one which optimizes the  class for better learning English. The present term-paper is intended to shed the light on the role undertaken by up-to-date technology in optimizing English classrooms nowadays. The aim of this study is to identify the role updated technology in  language classrooms undertake to nurture and support language learning. This research is a descriptive one where a sample of (90) second year students at the Department of English/ College of  Education /IbnRushd /University of Baghdad are randomly chosen to respond to the questionnaire items which  are  adopted from a previous study to identify the role undertaken by updated technology in language classroom. The students’ responses have been statistically analyzed and rejected positively the null hypothesis to capture the importance of updated technology  in boosting language learning on the students’ part.

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.

scholarly journals Using cellphone-based games in EFL instruction

2020 ◽  
pp. 97-115
Author(s):  
Sandy T. Soto ◽  
◽  
Ligia Fernanda Espinosa Cevallos ◽  
José Pomavilla ◽  
◽  
...  
Keyword(s):  
Language Learning ◽  
English Language ◽  
Cell Phones ◽  
English Language Learning ◽  
Ministry Of Education ◽  
Learning Standards ◽  
English Classes ◽  
English Class ◽  
Use Of Technology ◽  
The World

The advent of technology has influenced education, even in the most remote parts of the world. Nowadays, it is totally normal for a person to have some technological devices such as laptops, iPads, tablets, and especially cell phones. Ecuador is not far from this reality. Moreover, in the English Language Learning Standards, the Ministry of Education suggests using technological resources in teaching (eg internet, software, computers and related devices). Given this warm welcome to the use of technology in Ecuador’s English classes, as well as the number of students using cell phones in Ecuador, this chapter is intended to provide basic information on the use of cell phone games within English class.

scholarly journals Social activity and learning de-encapsulation under a multimodal approach in English Language Teaching

2021 ◽  
Vol 12 (1) ◽  
pp. e39671
Author(s):  
Carolina Favaretto Santos ◽  
Denise Ismenia Bossa Grassano Ortenzi
Keyword(s):  
Language Learning ◽  
Information And Communication Technologies ◽  
English Language ◽  
Social Activity ◽  
English Language Teaching ◽  
Multimodal Approach ◽  
Daily Lives ◽  
English Classes ◽  
Visual Spatial ◽  
Curriculum Guidelines

In order to attempt to bring language learning practices closer to students’ daily lives, studies regarding Social Activity (Liberali, 2009), under the Social Historical Activity Theory (Engestrom, 1999) have been gaining space in current research (Larré, 2018; Silva, 2017; Zanella, 2017). Accordingly, as an emerging necessity from the context here described and from our society in general, environmental education became necessary, along with interdisciplinary practices, as stated in Brazil’s official curriculum guidelines. In addition, in the 21st century, with the advances of Information and Communication Technologies (ICT), the Pedagogy of Multiliteracies (Cope & Kalantzis, 2001) has become even more relevant in education, being it due to communication, social media, video, and images, for example. In light of this, the objective of this research paper is to analyze the outcome of an environmentally focused pedagogical intervention under a multimodal approach, developed during an internship program in a state school. After being in contact with planetary awareness in English language lessons, students customized ecobags alongside the Arts teacher, in an interdisciplinary way. Students’ productions were analyzed taking into account their multimodal choices when making meaning out of different semiotic modes, and to what extent learning de-encapsulation happened in this process. Results indicate that students were able to achieve synesthesia in their multimodal productions, combining linguistic, visual, spatial and gestural modes. Furthermore, learning de-encapsulation occurred as students made use of the environmental knowledge they acquired in English classes, not only by crossing boundaries inside the school, but also outside its walls.

scholarly journals The Future and challenge of Pragmatics in English Language Teaching

2019 ◽  
Vol 1 (2) ◽  
pp. 156-165
Author(s):  
Mazulfah Mazulfah
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Learner ◽  
English Language Teaching ◽  
Pragmatic Competence ◽  
English Classes ◽  
The Future ◽  
Language Competencies ◽  
Listening And Speaking

This paper demonstrates about the future and challenge of pragmatics in English language teaching. In pragmatics, meaning in communication has an important role and it can be categorized into two elements such as verbal and nonverbal. It depends on various contexts, relationship between utterers, and social factors. In English language teaching, pragmatic is very important because the four language skills in language learning such as reading writing, listening and speaking do not occur in isolation in communicative texts or activities. So through forming a good pragmatic competence for the language learner, should be considered. As English has played an indispensable role in global communication, it is important for English language users, both native and non-native, to use clear, comprehensible and educated English that allows smooth communication and avoids misunderstandings in social interactions. Pragmatic competence can facilitate language users to successfully achieve their communicative aims in intercultural communication. Consequently, pragmatic elements have noticeable important in communication between speakers because such elements can hinder inaccuracies and misunderstandings during communication so teachers should teach pragmatic competence in language English classes through different activities and tasks.Keywords: Pragmatics, English language teaching, language competencies. 

scholarly journals Exploring Difference in Gender Perceptions Towards Teacher's Motivational Behaviour in English Language Classroom

2020 ◽  
Vol 6 (1) ◽  
pp. 331-338
Author(s):  
Zulfiqar Ali ◽  
Farzana Masroor ◽  
Tariq Khan
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Attitudes ◽  
Important Variable ◽  
Gender Perceptions ◽  
Language Classroom ◽  
Language Classrooms ◽  
The Impact ◽  
English Language Classrooms

The role of a teacher is crucial for language learning specifically in English language classrooms. An important variable in this regard is the gender of students. This study investigates the impact of gender on language learning motivations of students studying at the undergraduate level in the City University of Science and IT and Institute of Management Sciences, Peshawar. Questionnaire data were collected from 175 students. The variables of the study include gender and its relationship with language attitudes and motivation. The results revealed that there exists the relationship between gender differences in variables under consideration. Female students had more expectations as compared to their male fellows. The study has useful pedagogical implications.

scholarly journals Developing a Smartphone Application Prototype as Digital Supplementary Reading Materials for the Tenth Graders for Vocational High School

2021 ◽  
Vol 1 (2) ◽  
pp. 206-220
Author(s):  
Azizatum Mu’afah ◽  
Sintha Tresnadewi ◽  
Nova Ariani
Keyword(s):  
Language Learning ◽  
English Language ◽  
Smartphone Application ◽  
English Language Teaching ◽  
Learning Materials ◽  
Additional Material ◽  
Mobile Assisted Language Learning ◽  
Use Of Technology ◽  
Reading Technique ◽  
Reading Materials

Abstract: The use of technology in language learning has improved the development of educational products. Related to reading, it makes reading materials is not limited to printed-text only. The Mobile-assisted Language Learning (MALL) makes smartphones have big impact on education since it can be used as a device to access variety of technology-based learning materials. In such a way, the development of learning materials that can be accessed from a smartphone is highly needed. Thus, the need for accessible learning materials from a smartphone is crucial to students, especially during the situation where online learning must be carried out. Since students must do distance learning with teachers, smartphone application can be an additional material that can accommodate students to learn independently. The current study is conducted to develop a smartphone application prototype to support the benefit of technology to the practice of English Language Teaching in Indonesia. The R&D model of Borg & Gall (2003) was used to develop this digital supplementary reading material in the form of a smartphone application prototype. The first final product of this study is a smartphone application named ‘Seeds’ that has implemented the three-phase reading technique. Besides, it consists of three different titles of descriptive text added with different forms of reading activities. The product is also supported with additional features like pop-up glossary, re-reading, show-score, and share-score. The second product is the e-manual book in the form of .pdf where it is written in English and Indonesian. Keywords: Mobile-assisted Language Learning (MALL), supplementary reading materials, Research & Development Abstrak: Penerapan teknologi pada pembelajaran bahasa telah menciptakan perubahan pada pengembangan bahan ajar. Berkaitan dengan kemampuan membaca, hal tersebut membuat bahan bacaan tidak terbatas pada teks dalam bentuk fisik saja. Mobile-assisted Language Learning (MALL) menjadikan smartphone memiliki pengaruh yang besar pada pendidikan karena kemampuannya dalam mengakses berbagai macam bahan ajar berbasis teknologi. Hal tersebut menyebabkan pengembangan materi pembelajaran yang dapat diakses menggunakan gawai menjadi sangat dibutuhkan. Oleh karena itu, kebutuhan akan materi pembelajaran yang dapat diakses menggunakan gawai menjadi sangat penting bagi siswa. Terutama selama pembelajaran online sedang diberlakukan. Semenjak siswa diharuskan untuk melakukan pembelajaran jarak jauh, aplikasi gawai dapat dijadikan sebagai materi tambahan yang dapat memfasilitasi siswa untuk belajar secara independen. Penelitian ini dilakukan untuk mengembangkan suatu prototype aplikasi gawai untuk mendukung manfaat teknologi pada kegiatan pengajaran Bahasa Inggris di Indonesia. Model penelitian R&D oleh Borg & Gall (2003) diterapkan dalam pengembangan materi tambahan membaca dalam bentuk prototype aplikasi gawai. Produk hasil penelitian yang pertama adalah aplikasi gawai bernama 'Seeds' yang telah menerapkan teknik membaca tiga fase. Selain itu, aplikasi yang dikembangkan berisi tiga judul teks deskriptif dengan berbagai bentuk kegiatan membaca. Produk tersebut juga didukung dengan fitur tambahan seperti pop-up glosarium, re-reading, show-score, dan share-score. Produk kedua adalah e-manual book dalam bentuk .pdf yang ditulis dalam Bahasa Inggris dan Bahasa Indonesia. Kata Kunci: Mobile-assisted Language Learning (MALL), materi tambahan membaca, Research & Development

Motivation in Virtual English Language Classrooms During the COVID-19 Pandemic

2022 ◽  
pp. 372-392
Author(s):  
Ebru Melek Koç
Keyword(s):  
Student Motivation ◽  
English Language ◽  
Virtual Classroom ◽  
Language Teachers ◽  
Face To Face ◽  
English Classes ◽  
Language Classroom ◽  
Language Classrooms ◽  
English Language Teachers ◽  
Effective Use

This chapter aims to investigate the perceptions of English language teachers on motivation in the virtual English language classroom. The participants are 17 English language teachers at elementary and secondary schools. Interview questions were used to collect data, and thematic analysis was conducted to analyse the data. The findings revealed that student motivation in virtual English lessons was lower compared to their motivation in lessons conducted face-to-face. Another finding was that there were various factors that impact student motivation negatively and positively in synchronous English classes such as interaction, inequality, student education environments, and effective use of synchronous virtual classroom platforms.

scholarly journals An Experimental Analysis of Errors in Light of Language Learning and Language Use and the Role of Executing Involvement to Increase Motivation in the English Language Classroom

2015 ◽  
Vol 51 ◽  
pp. 82-88
Author(s):  
Mohsen Fatehi ◽  
Omid Akbari
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Use ◽  
Foreign Language Learning ◽  
Language Classroom ◽  
English Classroom ◽  
Motivation And Learning ◽  
Experimental Effort ◽  
Teaching Situations

People are very likely to make mistakes during language learning, FL learners above all. We want in this paper to make an experimental effort to describe and pinpoint learners’ errors in language learning and language use hoping it will pave the ground for FL learners’ to have a better understanding of the errors they make. And yet all researches done empirically until present day show a correlation between students’ motivation and learning aftermaths in the teaching of English in ESL and EFL contexts. Notwithstanding of a sound theoretical framework, there are few studies which bring about strategies intended to increase motivation and report findings. This paper also endeavors to enlighten the factors which put students’ motivation in jeopardy and act as hindrance in efficient foreign language learning. It equips teachers with a tool for assessing students’ motivation so that they put into practice effective motivation strategies in the English classroom. The strategies and involvements suggested can be used by teachers in copious teaching situations after of course considering and taking their own teaching contexts under advisement.

scholarly journals Studying the Role of Positive Reinforcement for Motivation to Learn the English Language at Secondary Level in Pakistan

2021 ◽  
Vol 3 (1) ◽  
pp. 14-20
Author(s):  
Muhammad Safdar Bhatti ◽  
Asif Iqbal ◽  
Rafia Mukhtar ◽  
Shaista Noreen ◽  
Zahida Javed
Keyword(s):  
Language Learning ◽  
Positive Reinforcement ◽  
English Language ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Careful Consideration ◽  
Language Classroom ◽  
Language Courses ◽  
Language Classrooms

English is being used all over the world as an international language. It is a Lingua Franca that enjoys a supreme status in society. Learners have to wrestle with new vocabulary, rules of grammar, pronunciation, and more. So, the current study explores the students’ motivation and the perceptions of English teachers about positive reinforcement in an English language classroom. Motivation and attitudes in learning a language in the classroom are very important and may make language courses more stimulating. The study contained a quantitative paradigm of control and experimental group as the research design. One hundred students and thirty teachers were selected using a simple random sampling technique. The data were collected using a close-ended self-developed questionnaire of 30 items with five main indicators subdivided into six indicators. The collected data was analysed in SPSS. The results demonstrated that Pakistani students were motivated in learning the English language and have shown a positive attitude towards using reinforcement in the classrooms. The study also spotlighted that if the motivation is used efficiently in the classroom, it will be a high-ranking tool for language learning. The recommendations and findings of this study should be taken into careful consideration, and steps should be taken to implement them in Pakistani English language classrooms.

scholarly journals Interaction In the English Language Classroom: A Review of Teacher Questions

2021 ◽  
Vol 6 (9) ◽  
pp. 513-520
Author(s):  
Bala Salisu Abubakar ◽  
Shamala A/P Paramasivam ◽  
Lee Geok Imm ◽  
Sharon Sharmini
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Question Type ◽  
Target Language ◽  
Future Research ◽  
Teaching English ◽  
Knowledge Based ◽  
Language Classroom ◽  
Language Classrooms ◽  
English Classroom

Teachers' questions in the English language classroom are an essential way of teaching English. Teachers must be aware of the types of questions that can help students learn the target language. Students, on the other hand, did not actively participate in learning, especially when responding to questions from teachers. To address this issue, teachers must modify their questions using various techniques in order to elicit responses from students. This study examines twenty studies selected from the Google scholar on the role of teacher questioning pattern in motivating students' participation in English language classrooms, as well as the classification of modification questions used by teachers when teaching English. We examine current teachers' questioning patterns before reviewing previous research on the most common question type activity in the English classroom. According to the findings, display questions are frequently used by English language teachers as a better approach than referential and other questioning types. Other knowledge-based analyses were discovered to be carried out in order to extract useful features that reduce the risk of better activity, demonstrating that students continue to struggle with high-dimensional and important subjects when answering referential questions. Finally, we highlight some outstanding issues for future research in this area that researchers should consider.

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