scholarly journals Blended Learning: To Read or Not To Read

2018 ◽  
Vol 2 (1) ◽  
pp. 29
Author(s):  
Tracey Ang ◽  
Melor Md Yunus
Keyword(s):  
Blended Learning ◽  
Reading Ability ◽  
English Language ◽  
Language Skills ◽  
English Literature ◽  
Second Shift ◽  
English Literacy ◽  
Reading Activity ◽  
Reading Activities ◽  
The Impact

<p>Malaysian school had moved on to the second shift of Malaysia Education Blueprint, which is to make sure that all students in the school are able to master the basic skills of Bahasa Malaysia and English language. The English language is not a foreign language to people in Sabah, but many Sabah's students are still struggling to learn to read English literature because most of the reading activity takes place together or happens when they are using textbook or storybook. Meanwhile, because Sabah consist of multiracial people, English language had become their third or fourth acquired language. So, it is going to be a very tough challenge for the student to learn the English language skills, especially in reading. This conceptual paper aims to discuss the advantages of blended learning in order to increase Sabah's students reading ability in English literature. The paper will debate the benefits of blended learning for reading activities and the impact of applying blended learning in reading activities, especially during the English language lesson to the students and teacher. From the discussions, hopefully, it would provide a significant insight towards applying blended learning not just to teach English literacy reading in the classroom, but also for other language skills and other subjects.</p>

scholarly journals The impact of using AI and VR with blended learning on English as a foreign language teaching

2020 ◽  
pp. 253-258
Author(s):  
Hiroyuki Obari ◽  
Steve Lambacher ◽  
Hisayo Kikuchi
Keyword(s):  
Artificial Intelligence ◽  
Virtual Reality ◽  
Blended Learning ◽  
English Language ◽  
Language Skills ◽  
International Communication ◽  
Foreign Language Teaching ◽  
Smartphone Applications ◽  
Japanese Students ◽  
The Impact

This study focuses on the use of emerging technologies such as Artificial Intelligence (AI) smart speakers and smartphone applications for improving the English language skills of L1 Japanese undergraduates. An empirical investigation was carried out with 82 Japanese students. Participants were required to study a variety of online English programmes using AI speakers over an eight-month period. The results showed that students using AI speakers outperformed on the Test of English for International Communication (TOEIC) a group of non-AI users, who instead exclusively used online materials. This research suggests integrating blended learning, including AI and Virtual Reality (VR), may be an effective way to improve the English proficiency of native Japanese.

scholarly journals Development of Pre-Service English Teachers’ Language Skills and Learner Autonomy via Blended Learning

2019 ◽  
Vol 11 (2) ◽  
pp. 222 ◽  
Author(s):  
Sofiya Nikolaeva ◽  
Iryna Zadorozhna ◽  
Olha Datskiv
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
English Language ◽  
Language Skills ◽  
English Teachers ◽  
Learner Autonomy ◽  
Foreign Languages ◽  
Special Educational Needs ◽  
E Learning ◽  
The Impact

The use of information and communication technology greatly improved foreign languages teaching and learning. Learning management systems, such as Moodle, used to create and deliver courses, facilitate e-learning in different types of educational institutions. Blended learning as a combination of face-to face and e-learning is conducive to deep learning. We designed a new course “Teaching English as a foreign language to learners with special educational needs” to provide students enrolled in a master’s programme – pre-service English teachers, with an opportunity to enhance their language and professional skills as well as to develop their learner autonomy through meaningful learning experiences blending learning can supplement. We considered micro, meso and macro levels of the course implementation and functioning. In this paper we describe the context in which the course is introduced by providing information about the setting, the curriculum, the need for including this course in the master’s programme at the faculty of foreign languages. We also outline the way the course is designed, including its structure, particular tasks and assessment procedures and present students’ feedback about the impact of the course on their foreign language skills and learner autonomy. The results indicate that blended learning is an effective tool for development of pre-service teachers’ English language skills and learner autonomy. The findings of the study can be applied by faculty and administrators involved in the design of courses at tertiary level.

scholarly journals The Impact of Blended Learning on the Twelfth Grade Students’ English Language Proficiency

2021 ◽  
Author(s):  
Omar Hussein Al Noursi
Keyword(s):  
Blended Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Successful Implementation ◽  
Learning Approach ◽  
Significant Difference ◽  
Twelfth Grade ◽  
The Impact ◽  
Experimental Group

The blended learning approach utilizes modern technologies and electronic media in teaching to create a technology-based environment. However, it is not an exclusive online environment because the teacher and the students have to be present in a traditional face-to-face classroom. It is widely believed that adopting a blended learning approach will enable learners to have quality educational opportunities and improve their performance. The incentive for conducting the research is to evaluate the effect of the blended learning approach on high school students’ English proficiency. Specifically, the study aimed at answering the question: is there a significant difference in the Twelfth-Grade students’ English language proficiency as measured by IELTS due to the model of delivery (Blended learning model and the traditional delivery model)? To achieve the study’s goal, the researcher applied the experimental method and used IELTS to measure language proficiency. The study sample selected purposively consisted of 63 male twelfth-grade students in one of the private schools in Al Ain, United Arab Emirates (UAE). The study sample was assigned to two groups: the experimental group taught using blended learning consisted of 31 students, and the control group led by the traditional method consisted of 32 students. The results showed statistically significant differences at the level of (a&lt;0.01) between the means of the results of the two groups on the post achievement test in favor of the experimental group. These results illustrated the impact of adopting the blended learning approach in an English Foreign Language (EFL) setting on students’ achievement in standardized tests. However, the successful implementation of blended learning largely depends on how responsible and committed students are towards active learning.

scholarly journals What happens to international students’ english after one semester at university?

2008 ◽  
Vol 31 (1) ◽  
pp. 4.1-4.17
Author(s):  
Neomy Storch ◽  
Kathryn Hill
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
Background Information ◽  
Language Test ◽  
First Semester ◽  
Number Of Factors ◽  
The Impact

There is a common expectation, particularly amongst international students, that studying in an English-medium university should automatically produce a significant improvement in their English language skills. However, there is growing evidence to suggest that this is not necessarily the case.This paper reports on a study which investigated the impact of one semester of study at a university on the English language proficiency of a sample of 40 international students. This was measured by comparing the students’ scores on a diagnostic English language test at the beginning and end of their first semester. A comparison of discourse measures of writing in terms of fluency, complexity and accuracy was also undertaken. Background information, including details of ESL support, if any, was collected for all participants via questionnaires, and interviews were conducted with a subset of the participants.It was found that studying in an English-medium university generally led to an improvement in English language proficiency. The paper identifies a number of factors which appear to support language development, as well as factors that may inhibit it.

scholarly journals TEACHING READING USING TALKING STICK

2019 ◽  
Vol 2 (1) ◽  
pp. 40
Author(s):  
Siti Khodijah ◽  
Labibah Labibah
Keyword(s):  
Reading Ability ◽  
English Language ◽  
Human Interaction ◽  
Teaching Reading ◽  
English Reading ◽  
Significant Difference ◽  
Tenth Grade ◽  
Sample Test ◽  
Reading Activity ◽  
Academic Year

Language is the most important aspect in human interaction. People communicate and interact with other using the language. In global community, English has become an international language that is used by many people around the world. Reading is one of English language skills and it is one of the ways to learn English. Reading activity should get more attention. It is because there are many students who get some difficulties in understanding a text. In this research inform the using of talking stick in teaching reading. The objective of this research was to find out whether there was any significant difference in improvement the reading ability of recount text of the tenth grade students of SMK Rosma Karawang in academic year 2018/2019 by using talking stick method. The method used was quantitative method. In this research the writer used pre-experimental design of one group pretest and posttest. The data were analyzed by using paired sample test and processed by using SPSS 23 for windows. The results of the research showed there was significant increase of student’s reading ability.Keywords: Teaching, Reading, Talking Stick

scholarly journals The Impact of Incidental and Intentional L2 Vocabulary Learning on Depths and Breadth Dimensions of Vocabulary Knowledge

2017 ◽  
Vol 7 (1) ◽  
pp. 50
Author(s):  
Seyyed Rasool Mirghasempoor Ahmadi
Keyword(s):  
Learning Style ◽  
Undergraduate Students ◽  
Reading Ability ◽  
English Language ◽  
Vocabulary Learning ◽  
Reading Program ◽  
Vocabulary Knowledge ◽  
Significant Difference ◽  
Different Dimensions ◽  
The Impact

Through the introduction of different dimensions of vocabulary knowledge, various studies attempted to examinenumerous effective factors on these dimensions. The present study aimed to show the effects of different vocabularylearning styles through extensive and intensive reading programs on depth and breadth aspects of vocabularyknowledge. To achieve this goal, 45 sophomore undergraduate students of English language teaching and translationin Payam-e-Noor University participated in this study. Initially, in order to homogenize the learners based on theirlevel of language proficiency, MEPT was administered. Then, by measuring the mean and standard deviation ofparticipants’ scores, the number of participants reduced to 35. The ultimate subjects’ scores on the readingcomprehension items of MEPT show that they are all at the intermediate level of reading ability. Participantsdivided into three experimental groups randomly: two groups were in the extensive reading program with differentform-focused and meaning-focused tasks as incidental vocabulary learning style. And the third group was in theintensive reading program as intentional vocabulary learning style. Participants in these experimental groups readlong stories or passages per week with ten goal-oriented words. After 8 weeks, Word Associates Test (WAT) andVocabulary Knowledge Scale (VKS) were administered to measure the acquired knowledge of new words and also,determining the effects of various learning styles on different dimensions of vocabulary knowledge. The results ofPaired-samples and Independent T-tests revealed that both incidental and intentional groups developed in the periodbetween the pre- and post-test, but, there was a significant difference between the effects of incidental vocabularylearning in the form of ER program and intentional vocabulary learning in the form of IR program. Moreover, therewas a significant difference between the effects of the form-focused and meaning-focused task.

scholarly journals Pre-Reading Activities and Iranian EFL Learner’s Performance in Reading Comprehension

2013 ◽  
Vol 1 (1) ◽  
pp. 147
Author(s):  
Massoud Rahimpour ◽  
Mohaddeseh Hodaei ◽  
Davoud Amini
Keyword(s):  
Reading Comprehension ◽  
Language Learners ◽  
Proficiency Level ◽  
Written Form ◽  
Reading Activity ◽  
Age Range ◽  
Reading Activities ◽  
The Impact ◽  
Positive Effect ◽  
Experimental Group

The present study is an attempt to investigate the impact of two different types of pre-reading activities<br />of 1: glossary of unknown vocabulary items and 2:content related support on EFL learners’<br />performance on reading comprehension across low proficiency (LP) and high proficiency (HP) levels.<br />80 language learners with an age range of 18-28(male and female) participated in this study. Each<br />level consisted of two experimental groups. One experimental group received glossary of unknown<br />vocabulary items while the other group received content related support (in written form) with the aim<br />of activating prior knowledge before administering reading comprehension questions. The results of the<br />statistical analysis of the data revealed that two types of pre-reading activity and proficiency level shad<br />positive effect on the learners’ reading comprehension. The study suggests that appropriate and<br />relevant pre-task activities should be employed at different proficiency levels to facilitate and improve<br />the learners’ reading comprehension.

scholarly journals Blended Learning Mobility Approach and English Language Learning

2019 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Mazen Ismaeel Ghareb ◽  
Saman Ali Mohammed
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Language Teachers ◽  
English Language Teaching ◽  
Kurdistan Region ◽  
English Language Teachers ◽  
The University

Although the benefits of blended learning have been well documented in educational research, relatively few studies have examined blended mobilities in education in Kurdistan region government and in Iraq. This study discusses a blended mobility approach for a teacher training program designed for in-service English language teachers (ELT) and investigates its effectiveness by comparing the latest participation of the University of Human Development for computer science and proposing the same program for training English for lecturers and students. The research involved proposes new mobility program for teaching and learning English language and using their language skills in an ongoing business project using several software for communication and management of their projects. Results will show the framework for new blended learning and blended mobilities of many different English language teaching (ELT) aspects.

scholarly journals Incorporating Mindfulness into EFL Literature Courses to Foster Critical Reading

2020 ◽  
Vol 15 (4) ◽  
pp. 21-31
Author(s):  
Mahmoud Azizi ◽  
◽  
Roman Kralik ◽  
◽  
Keyword(s):  
Stress Reduction ◽  
Reading Ability ◽  
English Language ◽  
Approaches To Learning ◽  
Mindfulness Practice ◽  
Critical Reading ◽  
Positive Effects ◽  
Paired Samples ◽  
Significant Difference ◽  
The Impact

Recently, educators are becoming interested in exploring the use of mindfulness-based approaches to learning and teaching a foreign language. Through these approaches they tend to reduce stress (for teachers and students alike), enhance and improve classroom atmosphere, and help students to focus their attention, and even think more clearly (Tregenza, 2008; Yager, 2009; Collins et al., 2011). The purpose of the present study was to investigate the impact of mindfulness techniques on the development of critical reading abilities of EFL learners in literature courses. Although much research has been conducted in the realm of mindfulness and positive effects are reported on stress reduction, relaxed environment, and so forth, research on the role of mindfulness in students' critical reading performance is scarce. To this end, a quasi-experimental study was undertaken with the participation of 35 BA students (both male and female) majoring in English language and literature. The participants were divided into two groups of mindful and less mindful students based on their scores on Mindful Attention Awareness Scale (MAAS). Data were collected while students were engaged in some mindfulness techniques before they performed different forms of critical reading activities. A critical reading test was used as pre and posttest to investigate the gain in critical reading ability, if any, after the treatment. Paired-samples T-test through SPSS software was used to analyze the data. The results revealed that there was a significant difference between the mean scores of pre-test and post-test of all the participants. However, since both meditative and socio-cognitive mindfulness practice was utilized in this study, further research is required to shed light on the nature of mindfulness in some new ways and explore the differential effects of these two approaches. Overall, the findings of this study will be beneficial for teachers to be aware of some mindfulness techniques and use them in their classes in order to give students the opportunity of learning in a more relaxed and focused environment.

scholarly journals ESCAPE ROOM AS A MOTIVATING TOOL IN THE ENGLISH LITERATURE CLASSROOM AT TERTIARY EDUCATION

2021 ◽  
Author(s):  
Madalina Armie ◽  
◽  
José Francisco Fernández Sánchez ◽  
Verónica Membrive Pérez
Keyword(s):  
English Language ◽  
Deductive Reasoning ◽  
Tertiary Education ◽  
English Literature ◽  
Literature Classroom ◽  
Pedagogical Tool ◽  
Specific Objective ◽  
Teaching Learning ◽  
Literature Class ◽  
The Impact

The escape room, also known as escape game, is a gamification tool that aims to promote increased motivation and improved teamwork (Wood & Reiners, 2012). Recently, escape rooms have achieved prominence in the classroom as pedagogical instruments valid for any type of discipline. In the educational field in particular, the escape room can be defined as an action game in real time where the players, in teams, solve a series of puzzles or problems and carry out tasks related to the curricular contents worked on throughout the course, in one or more rooms with a specific objective and at a specific time (Nicholson, 2015). To do this, learners must put into practice the knowledge acquired about a particular subject, as well as their creative and intellectual abilities, and deductive reasoning. Despite being a pedagogical tool that has emerged as an innovative element in the last five years or so, the use of escape rooms for teaching-learning the English language at different educational levels has been studied qualitatively and quantitatively (Dorado Escribano, 2019; López Secanell & Ortega Torres, 2020). However, there is no study on the applicability of the escape room in the English literature classroom at the tertiary educational level. This paper aims to demonstrate how the inclusion of this innovative pedagogical tool can serve not only for teaching the language, but also for working on theoretical-practical contents of subjects focused on literary studies of the Degree in English Studies. In order to achieve the proposed objectives, the study will focus on the identification of types of exercises to implement as part of the educational escape room aimed at a sample of students; the preparation of tests/ exercises based on the established objectives; the design of a pre- and a post- questionnaire based on the established objectives; the implementation of the escape room in the literature class and the evaluation of the impact of this educational tool to foster students’ motivation.

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