scholarly journals How English Language Learning Textbooks Develop Learners' Communication Skills, Creative Language Production, Critical Thinking and Collaborative Learning

2018 ◽  
Vol 6 (01) ◽  
Author(s):  
Dr. Muayyad Naji Ahmed
Keyword(s):  
Critical Thinking ◽  
Collaborative Learning ◽  
Language Learning ◽  
Communication Skills ◽  
Language Production ◽  
English Language ◽  
English Language Learning ◽  
Teaching Techniques ◽  
English Textbooks ◽  
Creative Language

The aim of this research is to explain how English language learning textbook can develop the language learners' communication skills, creative language production, critical thinking and collaborative learning. Each skill is first explained in terms of definition and the targeted educational output sought. Then, the approaches to syllabus design that focus on developing these four skills are reviewed. Within each section of this research, the researcher sheds light on the teaching techniques involved. The researcher hopes to provide answers to the following questions: - What is the theoretical / psychological foundation of each skill? - What are the targeted educational outputs behind developing each skill? - How can these four skills be integrated in English textbooks? - What are the best classroom drills and teaching techniques required?   - How can the assessment procedures help measure the learners' progress in these skills?  The findings of this research may be useful to those who are in charge of editing English textbooks and to the teachers of English as well.

scholarly journals Exploring Learners Contribution and Experience in Web-Based Collaborative Report Writing

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Nur Syafiqa Aqiera ◽  
Kartini Abd Ghani
Keyword(s):  
Collaborative Learning ◽  
Web 2.0 ◽  
Language Learning ◽  
English Language ◽  
Positive Response ◽  
English Language Learning ◽  
Web Based ◽  
Google Docs ◽  
Writing Project ◽  
Report Writing

Web 2.0 has given opportunities in letting students learn through active collaboration with and from their peers. The purpose of this study is to explore interactions that happens between learners, types of contributions made and learners’ experience when collaborating in a Web-based context. The finding shows that the learners contribute in terms of adding, editing and deleting content and structure of their report. The learners’ pattern of interaction shows that the learners with higher level of English proficiency are more dominant towards learners with lower level of proficiency. Students feedback shows that they are accepting the idea of writing collaboratively. Overall, the learners gave positive response towards the use of Google Docs in collaboratively completing their report writing project. Keywords: Collaborative learning; English language learning

scholarly journals Selecting Literary Texts for Language Learning

1970 ◽  
Vol 15 (1-2) ◽  
pp. 110-113
Author(s):  
Chris Lima
Keyword(s):  
Short Stories ◽  
Critical Thinking ◽  
Language Learning ◽  
English Language ◽  
Literary Texts ◽  
English Language Learning ◽  
Poetic Language ◽  
Learning And Teaching ◽  
Reading Material ◽  
Graded Readers

In many English language learning and teaching contexts the absence of literary texts, such as graded readers, short stories and poems, still seems to be the norm. This article looks briefly at the some more recent historical positions regarding the use of literature in ELT, and then discusses how the inclusion of creative reading material may foster the development of reading and critical thinking skills.Key words: Literature; Language input; Poetic language; Web 2.0Journal of NELTA Vol. 15 No. 1-2 December 2010Page: 110-113Uploaded date: 4 May, 2011DOI: 10.3126/nelta.v15i1-2.4616

scholarly journals Developing Communication Skills Through Motivation Among Acharya Nagarjuna University Students

2020 ◽  
Vol 8 (3) ◽  
pp. 15
Author(s):  
Tulluri Venkateswarlu ◽  
Professor M Suresh Kumar
Keyword(s):  
University Students ◽  
Language Learning ◽  
Communication Skills ◽  
English Language ◽  
Important Variable ◽  
English Language Learning ◽  
English Learning ◽  
Efl Learners ◽  
Learning English

The present study analyses and determines various orientations of Acharya Nagarjuna University students for learning English. The descriptive and correlational approaches were used to investigate the participants’ motivations. The researcher adapted questionnaires available from the literature to quantitatively collect data. The results show that university students are highly motivated to learn English and therefore, it suggests that motivation is an important variable that shapes learners' idea about English language learning. The results also show that students of different gender and majors had different perspectives about English learning. The conclusions and recommendations of the present study provide platform for future investigations into EFL learners’ motivation in other areas of India with regional medium students or in similar settings in ESL speaking countries to find out differences in students' orientations.

scholarly journals Problem-based Learning: Developing Students' Critical Thinking

2019 ◽  
Vol 5 (1) ◽  
pp. 56
Author(s):  
Raynesa Noor Emiliasari ◽  
Eka Prasetyo ◽  
Eva Fitriani Syarifah
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
English Language ◽  
Real Life ◽  
Problem Based Learning ◽  
Learning Activity ◽  
English Language Learning ◽  
Teacher’S Role ◽  
Teacher's Role ◽  
The Impact

The Problem-based Learning model is one of the learning models that can develop students’ critical thinking because it uses real-life problems foundation of learning activity. This research aims to describe the implementation of PBL in English language learning in developing students’ critical thinking, teacher’s role in PBL, teacher’s barriers and the impact of PBL toward students’ critical thinking. This research took place in one of the senior high school in Majalengka. The observation was conducted three times in the class of eleventh grade and then the interview was delivered to one English teacher. The result of the research reveals 1) PBL in English language learning begins with the teacher delivered the problem to the students as the foundation of learning activity and the problem was ill-structured and need deep analysis to formulate the solution; 2) teacher’s role is only as facilitator and co-investigator by providing situation to the students and help them in analysis; 3) time allocation, teacher’s capability and students’ speaking ability are the barriers in implementing PBL in English language learning; and 4) PBL develops students’ critical thinking skill, it can be seen through students characteristic which are elementary clarification, basic support, inference, advanced clarification and strategy and tactic.

scholarly journals Cultural awareness for intercultural communication in English language learning

2021 ◽  
Vol 2 (3/S) ◽  
pp. 212-215
Author(s):  
Saodatkhan Khodjaeva
Keyword(s):  
Language Learning ◽  
Intercultural Communication ◽  
Communication Skills ◽  
Cultural Awareness ◽  
English Language ◽  
Communicative Competence ◽  
English Language Learning ◽  
Intercultural Communicative Competence ◽  
Cultural Skills ◽  
Development Of Students

Intercultural communicative competence plays an important role in the development of students' language and communication skills. This article examines the cultural characteristics of intercultural communication in the study of the English language. Intercultural communication is a new "borderline" subject closely related to the teaching of English in higher education institutions. Thus, the proper use of linguistic and cultural skills is an essential part of intercultural communication skills.

scholarly journals Visual Representations of Indigenous Cultures in Norwegian EFL Textbooks

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Cecilie Waallann Brown ◽  
Jena L. Habegger-Conti
Keyword(s):  
Language Learning ◽  
Indigenous People ◽  
English Language ◽  
Holistic Approach ◽  
Large Degree ◽  
English Language Learning ◽  
Indigenous Cultures ◽  
Strong Trend ◽  
Quantitative Results ◽  
English Textbooks

This article presents a summary of research conducted on the visual representation of indigenous cultures in four English textbooks produced for lower secondary schools with the aim of investigating the extent to which images of indigenous people contribute to, or contradict, the general cultural aims of the English language learning curriculum in Norway. Over 800 textbook images were analyzed using the methods of visual content analysis and semiotic image analysis. A qualitative analysis of two photomontages also provides a more holistic approach to the study and helps to more clearly explain the quantitative results. The results from the research show a strong trend to focus on traditional aspects of indigenous people, a tendency to represent indigenous people in a lower position of power than the viewer, and to distance the viewer. Comparatively, the images of white people more frequently invite the viewer to interact and empathize with the participants. Consequently, the research concludes that the images in the four EFL textbooks analyzed are, to a large degree, potential carries of ideologies in direct contradiction to the general cultural aims of English language learning in Norway. The implications of these findings are that images and how they position readers should be a part of EFL teaching.

scholarly journals Implementing E+VE at the University of Bordeaux within English for specific purposes courses

2020 ◽  
pp. 179-190
Author(s):  
Laüra Hoskins ◽  
Alexandra Reynolds
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Culturally Diverse ◽  
English Language ◽  
Local Area ◽  
English Language Learning ◽  
Diverse Group ◽  
Content Learning ◽  
The University

This case study reports on an Erasmus+ Virtual Exchange (E+VE) course at the University of Bordeaux. VE enables students to develop communication skills in an English as a Lingua Franca (ELF) environment (Helm, 2016; Kohn & Hoffstaedter, 2017). The present study reports on student language and content learning experiences through E+VE, where L2 users of English interacted with a more culturally diverse group of peers than they would likely meet in their local area. Our students’ perspectives echo the E+VE impact report (Helm & Van Der Velden, 2019) and place a particular emphasis on English language learning outcomes.

scholarly journals Analyzing the Role of Contemporary Teaching Techniques and Importance of Drama in Learning English as a Foreign Language

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Dr. Saba Sadia ◽  
◽  
Dr. Rana Umair Nadeem ◽  
Dr. Afsheen Sallahddin ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
English Language Learning ◽  
Teaching Techniques ◽  
Drama In Education ◽  
Basic Principles ◽  
History Of ◽  
Learning English

This research explores the important activities and principles of the teaching of drama in learning English as a foreign language. This research is qualitative in nature and the analysis is based on theoretical grounds and a strong theoretical framework. It concentrates on the brief history of drama in education, its basic principles, techniques, and the possibilities and advantages that drama in education brings into English language learning. The aim of this research, Drama in Learning English as a Foreign Language, is not only to introduce drama in education to the readers but also present drama in the context of English language learning, and subsequently support the concept of drama being an English language learning method. I define drama, its general concepts, principles, and aims. I concentrate on the role of drama in learning English as a foreign language, its techniques, and the benefits that drama brings into the learning. This research is helpful for the teachers to understand the drama and activates related to it in the classroom.

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