scholarly journals The importance of using games in EFL classrooms

2016 ◽  
Vol 11 (3) ◽  
pp. 126 ◽  
Author(s):  
Emine Gozcu ◽  
Cagda Kıvanc Caganaga
Keyword(s):  
Qualitative Research ◽  
Language Learning ◽  
Undergraduate Students ◽  
Second Language Learning ◽  
Structured Interviews ◽  
High Learning ◽  
Efl Learners ◽  
Research Findings ◽  
Efl Classrooms

This paper aims to find out how games are important and effective when used in EFL classrooms. Two different kinds of qualitative research methods are used to gather the data. These are semi-structured interviews and observation. Multi-method triangulation is used throughout in this study. Kopinak (1999) defines multi-method triangulation as “gathering information pertaining to the same phenomenon through more than one method, primarily in order to determine if there is a convergence and hence, increased validity in research findings” (Kopinak, 1999: 171). Kopinak (1999) states that more detailed and multi-layered information about the fact under study would be provided from using more instruments. It is a case study in which 2 undergraduate students are taught English by using the game called ‘Twister’ which is adapted for teaching. The study sample consisted of people who are between 20-25 years old and live in Lefke. It was determined from the data that games should be employed in second language learning classrooms in terms of providing an atmosphere for EFL learners in which there are fun, motivation and high learning performance.Key words: games, Twister, vocabulary, EFL classrooms

FOSTERING STUDENTS’ EXPERIENCES IN ENGLISH WRITING WITH MICROBLOGGING IN TWITTER

2019 ◽  
Vol 13 (2) ◽  
pp. 113
Author(s):  
Pham Thi Thu Hien
Keyword(s):  
Qualitative Research ◽  
Language Learning ◽  
Research Design ◽  
Research Methodology ◽  
Learning Tools ◽  
Structured Interviews ◽  
English Writing ◽  
Qualitative Research Methodology

Twitter and Microblogging are two separate entities but completes each other. Both of them can be used as language learning tools and their potential has been proved by several scholars. This study tries to examine students’ experiences in integrating microblogging with twitter. It is also study about the beneficial roles of microblogging with Twitter in language learning, its relation to writing, and its appropriateness in language learning. This study employs a qualitative research methodology, and case study as its research design. Semi-structured interviews and questionnaires were employed in this study to find out about participants' views about microblogging and Twitter. From this study, it can be concluded that the participants of the study underwent various experiences during the implementation of microblogging with Twitter. They also felt that microblogging with Twitter at some point advantages them to systematically arrange their ideas, and allows them to choose appropriate diction of their ideas. They also stated that Twitter can be an appropriate means in language learning, especially in English writing<em>.</em>

scholarly journals An Analysis of the English Class Discourse in the Iranian High Schools

2016 ◽  
Author(s):  
Reza Khany ◽  
Saeedeh Mohammadi
Keyword(s):  
High School ◽  
Language Learning ◽  
Second Language Learning ◽  
Structured Interviews ◽  
High School English ◽  
Dialogic Discourse ◽  
English Class ◽  
Interactive Strategies ◽  
Students Success

One of the decisive factors of students’ success in second language learning is employing interactive strategies related to Bakhtin’s notion of dialogic discourse. Following Bakhtin’s conceptualization of discourse (1981), monologic and dialogic patterns can be considered as the opposing ends of the teacher’s discourse continuum. Given this, the current research intended to find out whether the Iranian high school teachers maintain a monologic discourse in their classes or a dialogic one. To accomplish this goal, a comprehensive exploration of the related literature carried out to identify the features differentiating monologic and dialogic discourse, which proved to be around thirteen. Afterwards, based upon the enumerated characteristics of the two discourse patterns, structured interviews were conducted with ten high school English teachers. Moreover, one case study was conducted to boost the reliability of interview’s findings in which a teacher’s classes were observed, video-taped, transcribed, and analyzed for recognizing the type of discourse pattern used by the teacher. The analysis of the findings from both interviews and the case study using grounded theory and conversation analysis revealed that the teachers used a monologic discourse pattern in their classes. Implications are provided in terms of the Iranian EFL context.

scholarly journals Providing Explicit Language Instruction to Assist Students’ Language Learning in EFL Classrooms

2018 ◽  
Vol 3 (1) ◽  
pp. 33
Author(s):  
Suci Noer Wulan Sari
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Teaching Practice ◽  
Language Instruction ◽  
Structured Interviews ◽  
Future Studies ◽  
Language Functions ◽  
Efl Classrooms

In language teaching process, instruction becomes one of important things to provide in order to encourage students’ language learning. Since the late 1960s, one of the language instructions that has been available is explicit language instruction which is believed as one of useful tools for the teaching practice. Given that the present study tried to investigate how English lecturers provide explicit language instruction in EFL classrooms to assist their students’ language learning. To gain the data, a case study employing semi-structured interviews and classroom observations were conducted. Two English lecturers were purposively selected to be the participants of the study for their familiarity of the instruction. Based on the analysis, the study revealed some of the elements of explicit language instruction provided such as clearly stating the lesson’s objectives and teachers’ expectations, using language clearly and concisely, providing step-by-step demonstrations and adequate examples, guiding students through practices on language functions, monitoring student performance and responses by giving feedbacks, and encouraging students to organize knowledge.  It can be concluded that explicit language instruction actually can be considered for classroom improvement. Future studies are suggested to investigate students’ voices of the implementation of the instruction that may actually help their lecturers better their teaching practices and favour their students’ learning outcomes. 

ACTIVITIES TO ENCOURAGE SPEAKING ENGLISH AS A FOREIGN ANGUAGE (A CASE STUDY OF ENGLISH CLUB PARTICIPANTS IN STMIK PROVISI SEMARANG)

2020 ◽  
Vol 10 (1) ◽  
pp. 15-22
Author(s):  
Qorinta Shinta
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Second Language Learning ◽  
Foreign Language Pedagogy ◽  
Language Pedagogy ◽  
English Class ◽  
Information Gap ◽  
Key Aspects

Abstract Speaking is one of the four macro skills to be developed as means of effective communication in both first and second language learning contexts. In the English as a Foreign Language pedagogy environment, how to increase speaking competence and confidence for undergraduate students tends to be an important question. This concern led to a qualitative research. The findings indicated that confidence and mastery of gramar andvocabulary, the teacher’s roles as prompter and feedback provider, and speaking activities such as information gap and role play were the key aspects that encourage students to communicate in English class better.

scholarly journals Supplementing Coursebooks--How, Why, and to What Effect: A Case Study

2019 ◽  
Vol 4 (2) ◽  
pp. 207
Author(s):  
John Harper
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Needs ◽  
Structured Interviews ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Course Content ◽  
Form Part

This article reports on a case study of one instructor’s use of supplementary materials in an English as a Foreign Language course in China. Starting with the notion that no coursebook can be perfect and that supplementary materials therefore should form part of an English course, the study employed qualitative research methods to analyze the types of supplements used, the instructor’s rationale behind his use of the supplements, and the students’ interpretations of the supplements. Class observations, semi-structured interviews with the teacher, and focus-group discussions with students allowed for the triangulation of data. Findings indicated that the instructor provided a variety of types of supplementary materials in order to cater to different learner needs (specifically, affective needs, language-learning needs, course-content needs). While findings also indicated that learners generally appreciated the instructor’s use of supplementary materials, significant mismatches between instructor goals and learner interpretations suggested that the purpose of the supplements was not always clearly defined. The article addresses these mismatches and provides suggestions for their future avoidance.

scholarly journals Balanced Scorecard: Learning and Growth Perspective

2019 ◽  
Vol 4 (02) ◽  
Author(s):  
St. Dwiarso Utomo ◽  
Zaky Machmuddah ◽  
Yulita Setiawanta
Keyword(s):  
Qualitative Research ◽  
Balanced Scorecard ◽  
Case Study Research ◽  
Boarding School ◽  
Future Research ◽  
Structured Interviews ◽  
Qualitative Research Design ◽  
Research Findings ◽  
Strategy Map

The purpose of the research is to find an empirical evidence concerning the implementation of learning and growth perspective of Balanced Scorecard (BSC) in Assalaam Islamic Modern Boarding School Surakarta (AIMBSS) and to find factors supporting and being handicap of implementation of learning and growth perspective of BSC. The research will widen the object scope being able to be approached by BSC. It is a case study research. Qualitative research design is conducted using semi-structured interviews with 12 respondents from different stakeholders. Research findings showed that principally learning and growth perspective of BSC and attributes in strategy map of BSC have been implemented well in some levels of management in AIMBSS. Besides, the research found supporting factors of implementation of learning and growth perspective of BSC in AIMBSS, namely: strong commitment from management to adapt the change and most of employees are ready to adjust themselves with the change. Meanwhile, handicapped factor of implementation of learning and growth perspective of BSC in AIMBSS is resistant from certain employees. It causes the effectivity of system. For future research, it is suggested to add the number of research object so that the generalization of the research findings can be gained.

scholarly journals Demotivation Factors in Using English as Daily Communication in EFL School: Case Study of EFL Learners

Educatio ◽  
2022 ◽  
Vol 16 (2) ◽  
pp. 145-155
Author(s):  
Hizbul Wathoni ◽  
◽  
Ari Wadi ◽  
Hanofi Harianto ◽  
Ab.Aziz Sulaiman ◽  
...  
Keyword(s):  
Language Learning ◽  
Teaching Methods ◽  
Second Language Learning ◽  
Qualitative Method ◽  
Boarding School ◽  
Efl Learners ◽  
English Usage ◽  
Result Analysis ◽  
Failure Experience

This study aimed to describe the causes of students' demotivation in using English for daily communication and find its solutions. The present researcher used the descriptive qualitative method. It was conducted on EFL Learners. There were 15 students to be participants in this study. The data were collected by observing, interviewing, and giving questionnaires to participants about English usage in their Islamic boarding schools. The participants' answers and the video of their daily communication were analyzed by interpreting the handy camera and checking the result of interpretation to the result of questioner and interview. Second, the present researcher compared the result of the handy camera, questioner, and interview to the existing theory to determine the causes of students' demotivation in using English as daily communication and its solution. The result analysis showed that the cause of students' demotivation is their lack of ability to use English, especially in mastering vocabulary and its pronunciation. Other factors were learning contents and materials, teachers, and failure experience. In addition, they prefer to use Arabic because Arabic has been rooted as daily communication in that Islamic boarding school. In comparison, the solution for that problem is that the teachers should pay considerable attention to the students' English ability, especially mastering and pronouncing vocabulary. Also, the teachers are suggested to pay more attention to teaching methods and their behavior to increase students' motivation and interest in second language learning. In addition, the teachers should explicitly make a regulation to divide a period for the student to speak English and Arabic.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

Management of Records in Adapted Buildings as Records Centres in Zimbabwe

Mousaion ◽  
2018 ◽  
Vol 35 (3) ◽  
Author(s):  
Samson Mutsagondo ◽  
Getrude Maduyu ◽  
Godfrey Tsvuura
Keyword(s):  
Qualitative Research ◽  
Case Study Research ◽  
Research Approach ◽  
Records Management ◽  
Personal Observation ◽  
Structured Interviews ◽  
Design Data ◽  
Professional Management ◽  
The Government

This paper discusses the challenges of records management that arise from the use of adapted buildings as records centres in Zimbabwe, despite the advantages of using such buildings. A qualitative research approach was used as well as a case study research design. Data were collected from seven officers of the Gweru Records Centre through semi-structured interviews. Personal observation was used to triangulate findings from interviews. It was found that the use of adapted buildings as records centres was a cheaper and quicker way of establishing records centres throughout the country. However, a number of preservation, security and management challenges cropped up as the conditions of the buildings and the environment of the adapted buildings were not conducive to the proper and professional management of records. This study is important in that it explores the prospects and challenges of using adapted buildings as records centres in Zimbabwe, an area that has not been researched by many authors. This provokes archival authorities and the government to seriously consider establishing purpose-built records and archival centres.

scholarly journals Motivation and Autonomy in Learning English as Foreign Language: A Case Study of Ecuadorian College Students

2017 ◽  
Vol 10 (2) ◽  
pp. 100 ◽  
Author(s):  
Jorge Cevallos Bravo ◽  
Eder A. Intriago ◽  
Jhonny Villafuerte Holguin ◽  
Gustavo Molina Garzon ◽  
Luis Ortega Arcia
Keyword(s):  
College Students ◽  
Language Learning ◽  
Undergraduate Students ◽  
Quantitative Research ◽  
English Language ◽  
English As Foreign Language ◽  
Learning Attitudes ◽  
Correct Pronunciation ◽  
Different Levels

This quantitative research aims to examine how different levels of motivation relate to frequency of occurrence of autonomous language learning activities undertaken by undergraduate students. Eight hundred and sixty-two college students from 10 vocational training programs of a public university located in Ecuador, South America, participated in this study. Spratt’s questionnaire that regards ‘autonomy and motivation’ as a cyclical interaction in the language learning process, was updated by the researchers, adding digital education elements. The data were analyzed using the program SPSS v24.0.0 The results showed that there was a significant relationship between: the language learning stimulation generated by professors and the participants’ learning attitudes. In addition, it was determined that the most frequent language practices in which the participants showed greatest autonomy were: listening to songs in English language, worrying about the correct pronunciation, and noting down interesting words or expressions in English.

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