scholarly journals Students’ Attitudes Towards Using Authentic and Non-authentic Materials in English Language Teaching at University Level

2021 ◽  
Vol 13 ◽  
pp. 139-165
Author(s):  
Danijela Prošić-Santovac ◽  
Ana Halas Popović
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Authentic Materials ◽  
University Level ◽  
Students Attitudes

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

scholarly journals REVIEWING DIFINTIONAL AMBIGUITIES AND SIGNIFICANCE OF TEXT AUTHENTICITY IN ENGLISH LANGUAGE TEACHING

2020 ◽  
Vol 8 (4) ◽  
pp. 01-09 ◽  
Author(s):  
Hamdi Ahmad ◽  
Robert McColl Millar
Keyword(s):  
English Language ◽  
Communicative Competence ◽  
Practical Knowledge ◽  
Language Teaching ◽  
English Language Teaching ◽  
Authentic Materials ◽  
Authentic Texts ◽  
Learner Motivation ◽  
Need Analysis ◽  
Language Classrooms

Purpose of the study: The premise of this paper is to define and address the ambiguities surrounding the concept of text authenticity in the field of English Language Teaching (ELT). Methodology: It represents a critical review of a series of research studies aimed at defining the concept of text authenticity and investigating the effect of text authenticity on ESL/EFL learners’ individual differences, namely ESL/EFL learner motivation and communicative competence. However, wherever possible, for the purpose of maintaining criticality, data associated with pedagogic/contrived materials are also discussed. Main Findings: The aspects of text authenticity may be situated in the text itself, the participants, social or cultural situations and purposes of the communicative act, or some combination of these elements. In addition, deficiency in learners’ overall communicative competence in the English language can be attributed to teachers’ exclusive reliance on contrived text materials presented in the form of textbooks. Applications of this study: It is strongly recommended that teacher training courses aim to develop classroom teachers’ practical knowledge and skills necessary for designing and evaluating TESOL materials. Reaching a consensus among researchers on the issue of the effects of authentic materials on ESL/EFL students’ motivation and overall communicative competence can have fundamental implications not only for developing language curricula but also for promoting learner autonomy. Novelty/Originality of this study: This study addressed the ambiguities surrounding the concept of text authenticity by proposing a typology encompassing eight possible inter-related definitions of text authenticity emerging in the ELT literature. More importantly, the paper structured a triangulation framework for introducing authentic materials into language classrooms:1) careful implementation of learner need-analysis, 2) criteria-based selection of authentic texts in the light of learner need-analysis, 3) utilization of task-based learning approach stressing the importance of activating learner schemata, awareness-raising activities, and task differentiation. This triangulation methodology is likely to reduce the difficulty of text authenticity and realize comprehensible input.

scholarly journals Translating from English into Indonesian: Which techniques to teach EFL students to be professional translators?

AL-TA LIM ◽  
2019 ◽  
Vol 26 (2) ◽  
pp. 131-146
Author(s):  
Faisal Mustafa ◽  
Mohammad Kholid
Keyword(s):  
English Language ◽  
Explicit Instruction ◽  
Language Teaching ◽  
English Language Teaching ◽  
Original Version ◽  
Study Program ◽  
Research Results ◽  
Translation Techniques ◽  
Efl Students ◽  
University Level

The credits for translation courses offered at the study program of English Language Teaching at a university level in Indonesia are very limited, which is not sufficient to teach and facilitate practices for all techniques of translation. Therefore, the students should only be taught techniques frequently used in translation from English to Indonesian. This research was to analyze translation techniques commonly used in translating from English to Indonesian. The data were collected from Colors magazine, an in-flight magazine for Garuda Indonesia. The magazine comes in two languages. The sentences were extracted, and translated sentences in Indonesian were compared to the original version in English. The research results showed that the most frequently used techniques in translating from English into Indonesian are amplification (23.36%), reduction (15.20%), transposition (12.32%), borrowing (12%), modulation (11.68%), and literal translation (10.08%). Therefore, it is recommended that lecturers teaching students majoring English Language Teaching provide them with those techniques of translations with practices, feedbacks and explicit instruction for revisions.

scholarly journals Review of Text Authenticity Relationship with Language Learner Motivation and Communicative Competence

2020 ◽  
Vol 10 (5) ◽  
pp. 89
Author(s):  
Hamdi Ahmad ◽  
Robert McColl Millar
Keyword(s):  
Language Learners ◽  
English Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Careful Analysis ◽  
Language Learner ◽  
English Language Teaching ◽  
Authentic Materials ◽  
Learner Motivation ◽  
Language Classrooms

Although the call for a more learner-centered pedagogy has long existed in English language teaching, viewpoints are still very controversial on what type of materials should be used in language classrooms. This paper is aimed at defining and addressing the ambiguities surrounding the concept of text authenticity and its relationship with language learner motivation and communicative competence in the field of English Language Teaching (ELT). However, wherever possible, for the purpose of maintaining criticality, data associated with pedagogic materials are also discussed. The study is based upon the theoretical strategy of research represented in a critical review of a number of research studies aimed at defining the concept of text authenticity and investigating the effects of authentic materials on language learners’ individual differences, namely learner motivation and communicative competence. The findings obtained from the literature review revealed that aspects of text authenticity may be situated in the text itself, the participants, social or cultural situations and purposes of the communicative act, or some combination of these elements. Equally important, the study concluded that a lack in language learners’ motivation and deficiency in their overall communicative competence in the English language can be attributed to teachers’ exclusive reliance on contrived text materials in a typical form of textbooks. The study recommends that teacher training courses should be aimed to develop language teachers’ practical knowledge and skills necessary for evaluating and designing TESOL materials. In addition, to introduce authentic materials into language classrooms, syllabus writers and classroom teachers need to take into consideration this methodological framework consisting of three sequential procedures: 1) conducting a careful analysis of learners’ needs in context, 2) selecting authentic texts in light of learners’ needs already analyzed in context, 3) basing teaching on the Task-Based Learning (TBL) approach that stresses the importance of activating learner schemata, awareness-raising activities and task differentiation. This triangulation methodology is likely to contribute to reducing the difficulty of text authenticity and realizing comprehensible input.

scholarly journals USING AUTHENTIC LISTENING MATERIALS IN EFL CLASSROOM: STUDENTS’ PERCEPTIONS IN INDONESIAN CONTEXT

2018 ◽  
Vol 7 (1) ◽  
pp. 22
Author(s):  
Refai Refai
Keyword(s):  
Listening Comprehension ◽  
English Language ◽  
Real Life ◽  
English Language Teaching ◽  
Authentic Materials ◽  
Positive Attitudes ◽  
Listening Skill ◽  
Efl Students ◽  
Youtube Videos ◽  
Students Attitudes

Instructing listening comprehension to EFL students need good plannings. Authentic listening materials as a strategic teaching media are best utilized by English instructors to facilitate the EFL students’ listening comprehension in classrooms and language laboratory. Applying authentic listening materials as teaching media in listening practice activites are challenged to bridge EFL students and not only enhancing their listening skill but also improving and developing their knowledge of the real life, culture, and social affairs of English native speakers.The source of authentic listening materials applied in the subject class are mostly taken from youtube.com. A popular open source website which provide online videos. The aim of the study was to find out EFL students’ attitudes and perceptions when and after using the authentic videos in an EFL listening class. The participants of the study were the second semester EFL students of English Language Teaching department in Universitas Muhammadiyah Metro Indonesia. The data were gathered from a questionnaire and open interviews. It is found out that most of EFL students who were instructed by the authentic videos show positive attitudes and have good perceptions in utilizing youtube videos as one of the alternative authentic materials in comprehending English utterances.

scholarly journals Pakistani Government Secondary Schools Students’ Attitudes towards Communicative Language Teaching and Grammar Translation in Quetta, Balochistan

2016 ◽  
Vol 9 (3) ◽  
pp. 258
Author(s):  
Zeeshan Muhammad
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Future Research ◽  
School Students ◽  
Government School ◽  
Policy Makers ◽  
Students Attitudes

<p>Students’ attitudes towards an English language teaching approach play an important role for its implementation success or failure. This study measured Pakistani government school students’ attitudes towards Communicative Language Teaching (CLT) and Grammar Translation (GT). A survey instrument was used to assess students’ attitudes. Data were collected from students at two government secondary schools located in Quetta, Balochistan, Pakistan. A total of 204 students (102 females and 102 males) participated in this present study. Overall, students showed favorable attitudes towards CLT. In contrast, students showed either less favorable attitudes or a neutral stance towards GT. Finally, this study suggests that policy makers consider adopting or adapting CLT to teach English in the aforementioned schools. Recommendations for future research are also suggested.</p>

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