scholarly journals Controversies and Possibilities of Teaching and Learning EIL Approach: A Case Study in Indonesia

2021 ◽  
Vol 7 (1) ◽  
pp. 5-17
Author(s):  
Susi Andriani Simanjuntak ◽  
◽  
Hsi-Nancy Lien
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
English Teachers ◽  
Teaching Beliefs ◽  
Learning And Teaching ◽  
International Language ◽  
Before And After ◽  
Teachers And Students ◽  
Diversity Curriculum

This study investigated the potentials and obstacles to learn and teach English as an international language (EIL) approach in one of senior high schools, in Tebing Tinggi. Indonesia. EIL is embracing the language variations among nations included native and nonnative English language. In our increasingly diverse communities, this approach is a talkback to the monolingual focus in ELT pedagogy and pay much attention to multilingual in the local and global communities and also situated English language education in global/local multilingualism. There were 6 English teachers and two classes (grade 1 and grade 2 which were approximately 60 students) in senior high school were interviewed designed to gain an understanding of both English teachers and students’ perspectives on English as international language (EIL) to get deep information about their tensions, conflicts, struggle, and challenges EIL teachers and students may experience before and after teaching and learning of EIL approach in five meetings. From this result, we could see there were some fertilities and infertilities that we got from implementing and acknowledging this approach. The fertilities that we cultivated were the students learned these topics as knowledge, embracing bright future of learning English, getting to know foreigners and countries, good experience with international friends, learn about their own country (transforming, reflecting themselves as Indonesia, proud to be Indonesia), well understanding the function of English, and fulfil the students’ needs. The other side, the infertilities of implementing EIL approach were they had deficit perspective toward themselves; they did not know about Englishes since it was never taught by their English teachers, bad environment from their community, their preferences and saw Englishes as an error and wrong perception about Englishes, and facilitation and resources as well. From the teachers’ perspective, there were also controversial and possibilities of teaching EIL in this school. They welcomed to the nature of English and getting to know EIL approach, well understanding of English as a tool for students’ future, and willing to pursue English teaching effectively. But, they concerned to the students’ problems, teaching beliefs, preferences, lack of understanding of English variation diversity, curriculum and textbooks. Those problems made them afraid to make any risk, little faith to apply EIL, and created two different worlds of English standard and nonstandard English. By seeing those results bear fruitful pedagogical implications for learning and teaching English, they are meta-awareness; broaden exposure of English learning and teaching, and open English pedagogy.

scholarly journals Virtual Teaching and Learning of English As A Second Language in Selected Secondary Schools Isu-Ikwuato, L. G. A. Abia State, Nigeria

2021 ◽  
Vol 4 (1) ◽  
pp. 79-95
Author(s):  
Bernard Meshach Aguma ◽  
◽  
Caroline Kinuu Kimathi ◽  
Martin Situma ◽  
◽  
...  
Keyword(s):  
Second Language ◽  
Secondary Schools ◽  
Educational System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Sampling Technique ◽  
Teachers And Students ◽  
Virtual Teaching

The adoption of virtual teaching and learning of a second language in the Nigerian educational system has received little attention. COVID-19 lock-down, imposed by the governments of the nations, forced educational institutions globally and locally to adapt virtual teaching and learning of English language. This research paper investigated the challenges of virtual teaching and learning of a second language (English) in selected secondary schools, Isu Ikwuato L.A. Abia State, Nigeria. It used a mixed method convergent parallel research design. The purposive sampling technique was used to select secondary schools that adopted virtual teaching and learning. The targeted population was 2000 English students and teachers with a sample size of 333. The results revealed that the schools made use of synchronous, asynchronous and blended types of online teaching and learning, and the students had a positive attitude. Both students and teachers experienced challenges of poor network, lack of ICT training, unstable electricity, and financial constraint. This study recommends the following: Language Policy Makers in Nigerian Educational System to map out the strategies that will incorporate online second language teaching and learning skills in the curriculum. That Marist Educational Board in partnership with the Ministry of Education in Nigeria, provide virtual supplementary materials for English language education. Adequate virtual training to be provided for English teachers and students. That the challenges of internet fluctuation, power shortage, insufficient virtual materials, inadequate funds, technical issues, virtual skills be addressed by all the stakeholders in education.

scholarly journals Teachers’ and Learners’ Perceptions Towards Digital Game-Based Learning in ESL Classroom

2020 ◽  
Vol 8 (1) ◽  
pp. 166
Author(s):  
Amal Abdullah Alhebshi ◽  
Maha Saeed Halabi
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Positive Impact ◽  
Learning Experience ◽  
Relevant Literature ◽  
Digital Game ◽  
Classroom Context ◽  
Game Based Learning ◽  
Learning And Teaching ◽  
Teachers And Students

Technology is being used in teaching environments to engage students and teachers effectively in the classroom context and building their interest to explore the versatile phenomenon of learning. Digital game-based learning has become a new learning experience that enhances students’ and teachers’ motivation to achieve competencies. The present research explores the perceptions of teachers and students about digital game-based learning in ESL classrooms. The researcher draws on the relevant literature to demonstrate and support the study's findings. The research is investigated quantitatively by administering a questionnaire to measure the perspectives of ESL teachers and the foundation-year students at King Abdulaziz University, Kingdom of Saudi Arabia. The quantitative data gathered from students and teachers were analyzed through SPSS software. The findings indicate that a significant number of respondents prefer using technological devices for better outcomes in the teaching and learning process. It also shows that using digital games had positive impact in relation to three main variables; engagement with learning and teaching, acceptance of DGBL and the effects of DGBL to learn the English language. This also helps participants to gain learning experience in their environment at any time and from anywhere.

scholarly journals The Cultural and Historical Elements in the Foreign Language Teaching and Learning: the Polish Perspective

2021 ◽  
pp. 335-362
Author(s):  
Mateusz Bogdanowicz
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Background Knowledge ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Historical Background ◽  
Learning And Teaching

The article calls for a thorough revision of the cultural and historical content of English language curricula at all levels of the Polish educational system. The benefits of coordinated and well-managed language education based on cultural and historical content are outlined. The article is based on the author’s research into part-time university students who are English language teachers, as well as the cultural and historical background knowledge imparted during English classes. The study was conducted at the Department of English Studies of the University of Warmia and Mazury in Olsztyn in 2010–2019. The article expounds the reasons behind students’ and teachers’ reluctance towards incorporating cultural and historical content into English language curricula. The benefits stemming from cultural and historical background knowledge for teachers, students and foreign language teaching in general are discusses. Based on these observations, the last part of the article explores the most effective methods for promoting, introducing, implementing and developing teaching modules that incorporate cultural and historical knowledge. Culture and history-related content would undoubtedly increase the attractiveness and efficacy of language programs, promote competence development (linguistic, extra-linguistic, and general) among students and teachers, increase motivation in the learning and teaching process, and deliver tangible benefits for schools.

scholarly journals Questioning in English as a Foreign Language University Classes

2021 ◽  
Author(s):  
◽  
Van Anh Phan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Communicative Interaction ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
Efl Classrooms

<p>Vietnam has experienced many changes in education and in teaching and learning English as a foreign language since 1986 (Hoang, 2010). There are ongoing concerns about how to best develop English proficiency in EFL classes, especially how to promote students’ English communicative competency in this context. Questioning is an essential tool to help EFL teachers fulfil instructional goals (Boyd, 2015). Questioning particularly plays an important role in creating interactions to promote student’s English language proficiency in EFL classroom (Tuan & Nhu, 2010). Therefore, my study investigated how teachers and students perceived and used questioning to promote English teaching and learning in tertiary EFL classrooms in Vietnam. This also shed light on the implementation of communicative language teaching (CLT) in Vietnam. My study uses a sociocultural lens, with a qualitative multiple case design (Creswell, 2015; Johnson & Christensen, 2014). The two cases investigate questioning in classes where English was taught as a non-major subject, and questioning in classes where English was taught as a major. Data were triangulated through semi-structured and stimulated recall interviews with eight teachers, focus groups with eight groups of students, and observations of eight EFL classes. Thematic analysis was conducted to analyse data to find out the themes, the “important idea that occurs multiple times” in the data (Johnson & Christensen, 2014, p. 600) Three themes about questioning arose from studying these Vietnamese EFL classes. Firstly, questioning involved communicative interaction, which created opportunities for participants to communicate in the target language. This interaction also empowered students to engage in the lesson. Secondly, using questioning teachers orchestrated learning, diagnosed learning needs, and facilitated classroom relationships. The third theme, “My home, my rules” indicates that questioning was contextually situated. Questioning within these EFL classrooms in Vietnam reflected cultural features, such as the traditional roles of teacher and student, the concern for face or status, and the use of Vietnamese in English classes.  My data show that both teachers and students can use questioning to promote language learning through critical thinking and collaborative learning. These are central interactive and communicative skills in tertiary EFL teaching and learning in Vietnam. The effectiveness of questioning in my study depended on teachers’ skills. It was a commonly used technique to develop English language learning.  This study proposes an adapted model of learning and teaching to capture EFL learning. The model captures how teachers apply CLT and teach English for different purposes. It also emphasises the contextual features influencing questioning and therefore teaching and learning the target language. In this model, questioning is at the centre, promoting learning relationships among the teacher and students. The study contributes to an understanding of using questioning to promote language learning in EFL classroom in an Asian context, and may be relevant to CLT application for language learning classrooms in a wider international context.</p>

scholarly journals Code-switching in English Language Education: Voices from Vietnam

2016 ◽  
Vol 6 (7) ◽  
pp. 1333 ◽  
Author(s):  
Nhan Trong Nguyen ◽  
Peter Grainger ◽  
Michael Carey
Keyword(s):  
Group Dynamics ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Code Switching ◽  
Language Teachers ◽  
English Only ◽  
Teachers And Students ◽  
Language Classrooms ◽  
English Competence

Why do bilingual language teachers and students switch between the two languages in their language classrooms? On the evidence of current research findings in relation to English-Vietnamese code-switching in the educational contexts of Vietnam, this article identifies that classroom code-switching between the second language and the first language has its own pedagogic functions and it can be a valuable language classroom resource to both teachers and learners. In Vietnam, the implementation of the monolingual approach of teaching English-through-English-only faces many challenges such as inadequate classroom resources, students’ low levels of English competence, motivation and autonomy, teachers’ limited English abilities, and inappropriate teaching methods. Many Vietnamese teachers of English support code-switching in the classroom and they teach English through the bilingual approach. English-Vietnamese code-switching is reported not to be a restriction on the acquisition of English; rather, it can facilitate the teaching and learning of general English in Vietnam. This practice of code-switching is not just due to a lack of sufficient proficiency to maintain a conversation in English; rather, it serves a number of pedagogic functions such as explaining new words and grammatical rules, giving feedback, checking comprehension, making comparison between English and Vietnamese, establishing good rapport between teachers and students, creating a friendly classroom atmosphere and supporting group dynamics.

scholarly journals Implementing of Character Values in English Language Learning and Teaching

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Erwin Pohan ◽  
Abdul Malik
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Central Position ◽  
English Language Learning ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
High Knowledge ◽  
Action Model ◽  
Character Building

<p align="left">Studies of character building have been being discussed in all disciplines involved in language learning and teaching. It means that it has a central position in creating the good human being life generally and teacher, as a model of change, particularly. The main points of character building are its universal values such as trustworthiness, responsibility, respect, caring, fairness, and citizenship. The good teacher's character can be seen from the quality of his/her character personally or inter/intrapersonal. Discussing good charactered teachers and students are still becoming a current and serious issue and challenge in the educational context. Therefore, the purpose is to explore the character building through media and language education. In this case, the focus is on the theoretical review of the implementing of character values in English language learning and teaching in the classroom. The sub-themes are (1) teacher's role in internalizing of character values in English language learning and teaching, (2) internalizing of character values in learning and teaching media and materials, (3) internalizing of character values in learning and teaching processes. So, the integration of the character values in the learning and teaching system is very needed in order to produce the best teacher and students with having high knowledge and best behavior. Then, the character values are not taught but implemented in real action model explicitly and in learning and teaching media and materials implicitly. They are conducted by teachers and students inside and or outside the classroom simultaneously, continuously, and consistently. They are also supported by references from inspiring good character values people from various countries in the world. In another word, they have been successful and consistent with the character values</p>

scholarly journals Integration of the High-tech and Low-tech in Distance Teacher Training in China: An insight from the case of Jiangsu Radio and Television University

2007 ◽  
Vol 8 (1) ◽  
Author(s):  
Xiangyang Zhang ◽  
Shu-chiu Hung
Keyword(s):  
Teacher Training ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Training Programme ◽  
High Tech ◽  
Teaching Methodology ◽  
School Teachers ◽  
Learning And Teaching ◽  
Radio And Television University

This paper reports the result and subsequent exploration of the pilot multi-media in-service teacher training programme with BA degree (non-honour) ( English Language Education) undertaken in the past three years (2001-2004) in China’s distance education. Through the integration of low-tech and high-tech in instructing and delivering courses, many interesting findings have been unexpectedly obtained. Both the trainers (the university lectures) and trainees (in-service school teachers) have experienced a great transformation in their language teaching and learning: a). the trainees (in-service school teachers) have become more independent learners since they raised their educational level; b). the trainers (university lecturers) have learned to adjust their roles in classroom teaching: to be more learner-centred and less teacher-centred; c). acommunicative task-based approach has been satisfactorily adopted and implanted into the process of learning and teaching; d). the trainees have not only upgraded their qualifications but also their teaching methodology. Based on the findings from the case, the authors offer suggestions for the future development of distance teacher training.

scholarly journals Teachers’ Code Mixing and Code Switching: Insights on Language Barriers in EFL Classroom

AL-TA LIM ◽  
2020 ◽  
Vol 27 (1) ◽  
pp. 80-91
Author(s):  
Rafqi Awlia Siddiq ◽  
Martin Kustati ◽  
Luli Sari Yustina
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Classroom Practices ◽  
English Teachers ◽  
Code Switching ◽  
English Language Teaching ◽  
Code Mixing ◽  
Language Classroom ◽  
Teachers And Students ◽  
Depth Interviews

This study aims to investigate code mixing and code switching used by English teachers in EFL classrooms. There are two major focuses in this study; the type of dominant code mixing and code switching used by the teachers. A qualitative study was used where the data were teachers’ language classroom gained by observing their classroom practices and utterances obtained through in-depth interviews. The result shows that there were three kinds of code mixing found in teachers’ and students’ utterances in EFL classroom. They were intra-sentential code mixing, intra-lexical code mixing, and pronunciation shifting. The study also found that there were four kinds of code switching found in teachers’ and students’ utterances. They were random mixing, English-Indonesian translation or vice versa, English precedes Indonesian or vice versa, and English sentences precede Indonesian sentences or vice versa. It indicated that code mixing and code switching cannot be separated in English language teaching and learning process. This study has proved that the English teachers used code mixing and code switching in teaching speaking in some types.

Design and Implementation of an Online Auxiliary System for Correcting Japanese Composition

2013 ◽  
Vol 11 (1) ◽  
pp. 45-57
Author(s):  
Yuqin Liu ◽  
Guohai Jiang ◽  
Lanling Han ◽  
Mingxing Lin
Keyword(s):  
Language Learning ◽  
Error Correction ◽  
Teaching And Learning ◽  
Error Type ◽  
Web Based ◽  
Learning And Teaching ◽  
Systematic Correction ◽  
University Of Technology ◽  
Before And After ◽  
Teachers And Students

In language learning, error correction information given by teachers for student compositions is of great value in both teaching and learning. However, in traditional paper-based error correction mode, error correction information is easily lost and cannot be fed back to students systematically. The aim of this research is to provide maximum feedback related to systematic correction for students and teachers so that there can be targeted learning and teaching. This paper describes a web-based auxiliary error correcting system for Japanese writing that compares compositions before and after error correction and provides statistics related to error type, error frequency, and error variation. The system was evaluated in the Dalian University of Technology and the experiment proved that teachers and students benefit from this system.

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