scholarly journals STUDENTS’ EXPERIENCES OF LEARNING ENGLISH IN INDONESIA: SOME EFFECTIVE AND INEFFECTIVE WAYS

Abjadia ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 100
Author(s):  
Azhar Aziz Lubis ◽  
Nopriansah Nopriansah ◽  
Abdul Halim ◽  
Sukma Septian Nasution ◽  
Muhammad Yusuf
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Teaching English ◽  
Research Topics ◽  
English Departments ◽  
Effective Strategies ◽  
Self Confidence ◽  
History Of ◽  
The University ◽  
Learning English

<p>Although the study of effective strategies for teaching English as a foreign language (TEFL) in Indonesia has become prominent research topics for decades, little attention is paid to the students’ experiences of learning English. This study aims at researching some of our students’ experiences of learning English both at their junior and senior high schools. The students reflecting the experience were participants of our course unit of General English, Introduction to linguistics, Structure 2, History of English language, and were both from non-English and English departments at the University of Bengkulu and Dehasen University, Bengkulu, Indonesia. Of the eight effective and fourteen ineffective ways to learn English, we found three main issues apparent in our study namely self-confidence and motivation, learning environment, and methods and media in teaching English as a foreign language. Further explication of each issue is discussed.</p><p dir="RTL">على الرغم من أن دراسة الاستراتيجيات الفعالة لتدريس اللغة الإنجليزية كلغة أجنبية (TEFL) في إندونيسيا أصبحت موضوعات بحثية بارزة لعقود من الزمن، إلا أنه لم يتم إيلاء اهتمام كبير لخبرات الطلاب في تعلم اللغة الإنجليزية. تهدف هذه الدراسة إلى البحث في بعض تجارب طلابنا في تعلم اللغة الإنجليزية في مدارسهم الثانوية والإعدادية. كان الطلاب الذين يعكسون التجربة مشاركين في وحدة دوراتنا في اللغة الإنجليزية العامة، ومقدمة في اللغويات، والهيكل 2، وتاريخ اللغة الإنجليزية، وكانوا من أقسام غير الإنجليزية والإنجليزية في جامعة بنجكولو وجامعة ديهاسين، بنجكولو، إندونيسيا. من بين الطرق الثمانية الفعالة والأربعة عشر غير الفعالة لتعلم اللغة الإنجليزية، وجدنا ثلاث قضايا رئيسية واضحة في دراستنا وهي الثقة بالنفس والتحفيز، والبيئة التعليمية ، والأساليب ووسائل الإعلام في تدريس اللغة الإنجليزية كلغة أجنبية. مناقشة المزيد من شرح كل قضية.</p>

scholarly journals Syllabus Design for Pre-service English Language Teachers in Spain

2018 ◽  
pp. 26
Author(s):  
Gloria Luque Agulló
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Educational Programs ◽  
Language Teachers ◽  
Teaching Program ◽  
Teaching English ◽  
Educational Law ◽  
Self Confidence ◽  
Language Classroom ◽  
English Language Teachers

This paper describes the steps involved in designing educational programs for pre-service English language teachers in Secondary education within the Spanish context, following the current educational law (LOMCE).  Considering the century-long search for the best method within TEFL (Teaching English as a Foreign Language), and the continuous reforms of educational laws in Spain, pre-service teachers must learn the competences and skills essential for designing of their own teaching program. The series of steps described here will enable teachers to show accountability to educational authorities and increase their self-confidence, subsequently improving their craft in the language classroom.

scholarly journals Zoom Technology as an Effective Tool for Distance Learning in Teaching English to Medical Students

2020 ◽  
Vol 6 (5) ◽  
pp. 457-460 ◽  
Author(s):  
N. Guzacheva
Keyword(s):  
Distance Learning ◽  
Medical Students ◽  
Foreign Language ◽  
English Language ◽  
Learning Technologies ◽  
Educational Technologies ◽  
Educational Resource ◽  
Teaching English ◽  
Distance Learning Technologies ◽  
The University

The paper presents issues associated with the introduction of effective educational technologies to distance learning a foreign language at the university. The review of the author’s use of Zoom technology in medical education is presented. The current problems of introduction of distance learning technologies in teaching English language to medical students are determined. The experience of distance learning for teaching medical students a foreign language by the electronic educational resource Zoom is described.

scholarly journals Teaching in the Garden: School Gardens as a Space for Environmental and English Learning

2021 ◽  
Vol 12 (1) ◽  
pp. 83-106
Author(s):  
Baerbel Turner-Hill ◽  
Christian Ludwig ◽  
Lena Böttger
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Environmental Literacy ◽  
School Gardens ◽  
School Garden ◽  
Learning Groups ◽  
Diverse Learning ◽  
Efl Teacher ◽  
The University ◽  
Learning English

      School gardens as settings for learning outside the classroom are becoming increasingly popular. They allow students to learn in an authentic way as they engage in a variety of activities and materials. More importantly, they also represent a powerful place and tool for environmental education as students are not only exposed to nature but also gain positive environmental experiences. This paper examines school gardens as a place for both enhancing students’ English language competences and fostering critical environmental literacy. The first section of the paper focuses on garden-based education as a type of learning outside the classroom. The ensuing section then provides a brief discussion of school gardens as learning spaces across the curriculum, arguing that school gardens are far more than places for learning about nutrition and healthy living. Following this, the next section then argues for using school gardens also for learning English as a foreign language. Here Gardner’s multiple intelligences model serves to illustrate the potential of school gardens for differentiated instruction regarding content, processes, and products in today’s increasingly diverse learning groups. The main part of the paper then concentrates on garden-based education in the context of EFL teacher training. At the University of Education Karlsruhe (Germany) students have the opportunity to attend a school garden-based seminar which allows them to experience first hand the benefits of learning English as a foreign language in the school garden. The paper concludes by taking a glimpse into the future of school garden learning by reporting on the authors’ experiences with using technology in the context of garden-based education.

scholarly journals Main Difficulties Faced by EFL Students in Language Learning

2020 ◽  
Vol 31 (2) ◽  
pp. 19-34
Author(s):  
Hanan Dhia Alsalihi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Female Students ◽  
English Language Learning ◽  
English Departments ◽  
Ibn Rushd ◽  
Efl Students ◽  
The University

Many undergraduate learners at English departments who study English as a foreign language are unable to speak and use language correctly in their post -graduate careers.  This problem can be attributed to certain difficulties, which they faced throughout their education years that hinder their endeavors to learn. Therefore, this study aims to discover the main difficulties faced by EFL students in language learning and test the difficulty variable according to gender and college variables then find suitable solutions for enhancing learning.  A questionnaire with 15 items and 5 scales were used to help in discovering the difficulties. The questionnaire was distributed to the selected sample of study which consists of 90 (male and female) students selected randomly from the 3rd and 4th year class levels at English departments from colleges of Languages and Education (Ibn-Rushd) at the University of Baghdad. The results of the study showed that EFL students face difficulties in language learning such as the role of society in discouraging English language learning, the learners’ shyness, which prevents them from speaking English in fear of making mistakes, lack of motivation, and the influence of class size and crowdedness. After analyzing the results, some recommendations and suggestions were presented to solve the problem and eliminate difficulties.

scholarly journals Implementing Comic in Learning English Vocabulary in Pharmacy Students of STIKes Buleleng

2020 ◽  
Vol 3 (2) ◽  
pp. 73
Author(s):  
Kadek Devy Marleni ◽  
Putu Windi Ridayanti ◽  
Ni Nyoman Ari Ratnadi
Keyword(s):  
Foreign Language ◽  
Adult Students ◽  
Learning Process ◽  
English Language ◽  
Teaching Strategy ◽  
Pharmacy Students ◽  
Teaching English ◽  
The Media ◽  
Teaching Learning ◽  
Learning English

The success of the teaching-learning process is not only supported by the students but also by the teacher as central learning. In this case, students and teachers have an equally important role. The students will be enthusiastic in learning when they have good teachers in transfer information, material, and knowledge. Teaching English as a foreign language to adult students is not essay job to do. It needs kinds of strategies in teaching and method to transform knowledge into them. It is because English is difficult and not an essay to be learned for them. English language as a foreign language has so many challenges to be faced when learned it. Many factors showed that English is difficult to be learned by students at a higher level such as they are lack vocabulary, confusing to express their ideas, lazy to practice English, bored in teaching strategy, or media that lecture used. In this situation, the lecture should choose appropriate media, strategy, or method when teaching. And one of the media can be used is comic. Comics are a series of pictures that contain images and balloons to write a story. This research showed that learning by implementing comics was so significant to improve students’ willingness in learning vocabulary. It prof by the increasing mark of students in English objects, the present list was always full and the atmosphere of the classroom is so lively. The class was always happy, enthusiastic, and comfortable to follow the lesson.

scholarly journals USE OF INTERNET RESOURCES IN ORGANIZING INDEPENDENT WORK OF BACHELOR STUDENTS IN TEACHING A FOREIGN LANGUAGE

2020 ◽  
Vol 8 (5(74)) ◽  
pp. 30-36
Author(s):  
E.A. Kovalyova ◽  
O.M. Loksha
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Teaching English ◽  
Internet Resources ◽  
Use Of Internet ◽  
Independent Work ◽  
Selection Of ◽  
Learning English

The article considers the possibilities of using internet resources to organize independent work of undergraduate students, addresses the issues arising from internet-based student independent work in the process of English language learning. Recommendations for the selection of internet resources for educational purposes are provided as well as an overview of internet resources that describes their functions and possible ways of usage for teaching English; samples of tasks and assignments for independent work created with the help of internet resources are presented as well as the results of their testing. As a result of the accomplished testing of created tasks and assignments, the students were able to understand the effectiveness and expediency of usage of internet resources in learning English and additionally managed to overcome their difficulties. The results of the repeat study proved that there is potential for more successful usage of internet resources for the organization of student independent work in learning English.

scholarly journals Investigating Attitude And Motivation Of Iranian University Learners Toward English As A Foreign Language

2010 ◽  
Vol 3 (1) ◽  
pp. 137 ◽  
Author(s):  
Sima Sayadian ◽  
Anita Lashkarian
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Research Area ◽  
English Language Teaching ◽  
Motivational Orientation ◽  
Gender Influence ◽  
Integrative Motivation ◽  
The University ◽  
Attitude And Motivation ◽  
Learning English

This Paper discusses the attitudes and motivation Iranian learners have toward learning EFL at their university level. Although research of a similar nature has been done in other countries, the present study complements others by following 500 university learners and it provides another avenue for examining the language situation in Iran. To achieve this goal, Gardner’s socio-educational model and the significance of motivation as a contributing factor in second/foreign language (SL/FL) learning are taken into consideration. The questions to be addressed in this paper are: ·                  What are the university learners’ attitudes for learning EFL?·                  What are the university learners’ motivations for learning EFL?·                  Does gender influence attitudes of Iranian learners for learning English as a foreign language?·                  Does gender influence motivation of Iranian learners for learning English as a foreign language?·                  Does a major course of the study influence attitudes of Iranian learners for learning English as a foreign language?·                  Does major course of the study influence motivation of Iranian learners for learning English as a foreign language? The investigation also demonstrates that Iranian learners learn English for ‘instrumental’ reasons and it concludes that ‘integrative motivation’ is the dominant motivational orientation for the Iranian learners to learn English as EFL. This study will possibly provide additional insights in better identifying the existing motivational challenges and in taking a more realistic perspective about the English Language Teaching (ELT) situation in the country. Finally, some recommendations on future directions for this research area in Iran have been highlighted.

scholarly journals Attitudes of Iraqi Students toward Learning English Language

2019 ◽  
Vol 6 (2) ◽  
pp. 425
Author(s):  
Qusay Mahdi Mutar
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Medium Of Instruction ◽  
Negative Attitudes ◽  
Attitudes Toward Learning ◽  
Positive Attitudes ◽  
Significant Difference ◽  
Spss Software ◽  
The University ◽  
Learning English

Over learning foreign language process, learners may have different attitudes toward learning the targeted language. These attitudes could accelerate or weaken the acquisition process. Thus, this study conducted to identify whether students have positive or negative attitudes toward learning the English language as well as the study sought to identify if there is a significant difference among study sample in regard of their gender and college. To do this, a sample of (400) non-major English university students were chosen randomly from three different colleges, which are using English language as a medium of instruction. The study limited to the students at the University of Baghdad/ Al-Jadiriyah branch. SPSS software version (20) was used to analyze the collected data. The findings revealed that students showed positive attitudes toward learning English language. Furthermore, there is no significant difference among the study sample in term of gender and type of college.

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.

scholarly journals Implementation of electronic platforms in the process of teaching English as a foreign language

2021 ◽  
Vol 103 ◽  
pp. 02016
Author(s):  
Elena L. Avdeeva ◽  
Lyudmila S. Chikileva
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Academic Program ◽  
Teaching English ◽  
Personal Learning ◽  
Learning Platform ◽  
E Learning ◽  
The University ◽  
Support Students

This research assesses the results of electronic platforms implementation in the process of teaching English at the University and effectiveness of this technology in facilitating English language learning. The paper reports the outcomes of the research targeted to evaluate the enforcement of the electronic platform Rosetta Stone (RS) and its role in terms of academic achievement. For collecting data, we used combined procedures including quantitative as well as qualitative. The quantitative method incorporated students’ responses to statements by means of a paper-based questionnaire. The qualitative element comprised interviews, which the researchers had with their students. Students shared their points of view about their work with RS. Results suggest that the attitude of students towards application of e-learning platform can be taken into consideration as an important component for effective enhancement of the academic program. Special attention is given to personal learning environment (PLE). PLE is considered to be of great importance for developing teaching focused on individual learners. The current study proves integration of electronic platforms with language material can support students in language learning. It gives learners good chances to choose educational content taking into consideration their professional development and the level of foreign language skills and abilities.

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