scholarly journals Using Wikis for Collaborative Writing in the ELT Classroom

2018 ◽  
Vol 2 (2) ◽  
pp. 413 ◽  
Author(s):  
Jolanta Hudson
Keyword(s):  
English Language ◽  
Collaborative Writing ◽  
Writing Skills ◽  
L2 Writing ◽  
Future Research ◽  
Work Related ◽  
Wiki Technology ◽  
Language Classroom ◽  
Language Classrooms ◽  
Depth Study

<p>This study examines the use of an educational wiki to develop the second language (L2) writing skills of English language students who are placed on a two-week online course to develop skills in English for work-related purposes. It discusses the use of wikis for learning L2, focusing on learning writing through collaborative tasks. The discussion analyses views and theories on the use of wikis for developing writing skills and the issues associated with the use of wikis for collaborative tasks. The research engages L2 students and a teacher in a task using Wikispaces, an educational type of wikis. The data is collected via a questionnaire, interviews and the teacher’s diary. The study suggests wikis might usefully assist students with their L2 writing and that students are likely to value the opportunity to work collaboratively on a writing task or certain type of task. However, not all students would be expected to feel comfortable with the wiki technology and its features. As wikis are still increasingly popular in language classrooms, a more in-depth study that would take a closer look at the usefulness of wikis for such classroom tasks might bring new insights and interesting results to the discussion on wikis in the English language classroom (ELT). It is suggested, therefore, that future research with a larger and more diverse audience and with a more specific focus might provide better information in this regard.</p>

scholarly journals THE IMPLEMENTATION OF COLLABORATIVE STRATEGY WITH INTEGRATED WRITING SKILLS IN ENGLISH LANGUAGE CLASSROOM AT MERCUBUANA UNIVERSITY

2018 ◽  
Vol 2 (01) ◽  
pp. 79-90
Author(s):  
Budiarto Budiarto
Keyword(s):  
Qualitative Research ◽  
English Language ◽  
Writing Process ◽  
Collaborative Writing ◽  
Writing Skills ◽  
Process Research ◽  
The Other ◽  
Peer Reviewing ◽  
Language Classroom ◽  
The Right

The purpose of this study is to investigate on how the teaching of integrated writing skills can be implemented through collaborative strategy. Writing skills need to be combined with other skills, because students need a lot of reading in order to obtain information, ideas and examples of correct writing. On the other hand feedback and ideas can also be gained by listening to what the teacher or a friend says. Fellow students can also discuss their writing and work together to develop ideas, discuss the use of grammar, the right words and rules in writing. Since writing skills requires a lot of rules and a long process, the collaboration is expected to reduce the burden experienced by the students. However, teachers should ensure that the collaboration is actually done by students properly by observing their activity, participation,  and motivation in writing. Peer-reviewing activities can be used to monitor on how students actively engage in the writing process. Research was conducted at Mercubuana University is a qualitative research that focuses on how a lecturer teaches the students writing skills as an integrated skill, how she facilitates students to actively participate in collaborative writing, and how effectively she encourages the students to do peer reviewing.

scholarly journals Interaction In the English Language Classroom: A Review of Teacher Questions

2021 ◽  
Vol 6 (9) ◽  
pp. 513-520
Author(s):  
Bala Salisu Abubakar ◽  
Shamala A/P Paramasivam ◽  
Lee Geok Imm ◽  
Sharon Sharmini
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Question Type ◽  
Target Language ◽  
Future Research ◽  
Teaching English ◽  
Knowledge Based ◽  
Language Classroom ◽  
Language Classrooms ◽  
English Classroom

Teachers' questions in the English language classroom are an essential way of teaching English. Teachers must be aware of the types of questions that can help students learn the target language. Students, on the other hand, did not actively participate in learning, especially when responding to questions from teachers. To address this issue, teachers must modify their questions using various techniques in order to elicit responses from students. This study examines twenty studies selected from the Google scholar on the role of teacher questioning pattern in motivating students' participation in English language classrooms, as well as the classification of modification questions used by teachers when teaching English. We examine current teachers' questioning patterns before reviewing previous research on the most common question type activity in the English classroom. According to the findings, display questions are frequently used by English language teachers as a better approach than referential and other questioning types. Other knowledge-based analyses were discovered to be carried out in order to extract useful features that reduce the risk of better activity, demonstrating that students continue to struggle with high-dimensional and important subjects when answering referential questions. Finally, we highlight some outstanding issues for future research in this area that researchers should consider.

scholarly journals MPhil Scholars’ Views about the Use of Humor in English Language Classroom in Quetta, Balochistan, Pakistan

2017 ◽  
Vol 7 (2) ◽  
pp. 134
Author(s):  
Rabbia Nayyar ◽  
Muhammad Zeeshan
Keyword(s):  
Content Analysis ◽  
Social Life ◽  
English Language ◽  
Future Research ◽  
English Department ◽  
Research Directions ◽  
Language Classroom ◽  
Language Classrooms ◽  
Future Research Directions ◽  
English Language Classrooms

The element of humor is one of the important elements in a person’s social life and when used in the English language classroom by teachers, it could affect the students’ learning. This study investigated MPhil scholars’ views being student and teacher regarding the use of humor in English language classroom. The research was qualitative using purposive sampling. The sample consisted of eight female MPhil scholars of English department of two universities in Quetta, Balochistan, Pakistan. Interviews and observations were the instruments used for data collection. The data were analyzed through content analysis and for this purpose NVivo (Version 10) was used. The participants’ views and teaching practices suggested humor to be beneficial in the English language classrooms to motivate students. The results of this study recommend using humor in English language classroom as it may make teaching more effective. The future research directions are also suggested.

Teacher-student interaction and management practices in Pakistani English language classrooms

2019 ◽  
Vol 7 (3) ◽  
pp. 115-134
Author(s):  
Muhammad Ahmad ◽  
Aleem Shakir ◽  
Ali Raza Siddique
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Management Practices ◽  
Wait Time ◽  
Student Interaction ◽  
Teacher Talk ◽  
Teacher Student ◽  
Language Classroom ◽  
Teacher Student Interaction ◽  
Language Classrooms

Abstract This study aimed to investigate the amount and type of teacher-talk, frequently asked questions and feedback provided by the teacher on learners’ performance in a language classroom. For this purpose, a lecture was recorded from a secondary level English language classroom of a public sector school and interpreted in the light of teacher-student interaction and classroom management model by David Nunan. Results revealed that the maximum amount of time (i.e. 80.1%) was consumed by the teacher which was appropriate. However, certain deviations from classroom management principles were also observed regarding frequently asked questions (i.e. 50% of the total questions were elicitation questions) and the feedback (it was ‘romantic’ in nature). Moreover, wait-time was sufficient but it was of no use to the learners. The study concluded that classroom practices did not conform to the principles therefore, it proposed to ask questions and provide feedback appropriately.

scholarly journals Dynamic Transfer and Relations between First Language (L1) Proficiency and Second Language (L2) Writing Skills Performance

2019 ◽  
Author(s):  
Abdulelah Alkhateeb
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Language ◽  
First Language ◽  
Writing Skills ◽  
Arabic Language ◽  
Future Research ◽  
Dynamic Relationship ◽  
Arabic And English ◽  
L1 And L2

This study investigates the transfer relationship between first language (L1) (Arabic) proficiency and second language (L2) (English) performance in writing skills of a Saudi bilingual graduate student. Several studies have discussed the transfer issues in language learning, yet a few of them focus on the transfer relationships between Arabic and English language writing skills. Regardless of the huge linguistic distinction between the English language and Arabic language, it is presumed that Arabic and English writing skills positively, negatively, and neutrally transferred in a dynamic relationship. The researcher has conducted observations and interviews with Fatimah, the participant of this study, and analyzed her texts in both languages to illustrate how dynamic relationships between L1 and L2 in the composition skills is and what the effects of language transfer in the composition skills between L1 and L2 are. The data were collected and analyzed in January 2018. The results demonstrate effects of L2 on L1 as the following; first, a reverse or backward transfer implemented in three ways; positive, negative, and neutral transfer. Second, they indicate that there is a dynamic relationship between second language performance and first language proficiency in composition particularly. It is hoped that this knowledge will assist students in being aware of the effects of L2 on L1 specifically in composition and taking the advantages to accelerate the rate of language learning. It is recommended for future research to conduct studies in bilingual writings to investigate how L1 could be a resource and advocate of language development.

Improving Process Writing with the Use Authentic Assessment

2016 ◽  
Vol 5 (3) ◽  
pp. 200
Author(s):  
Muhammad Noor Bin Abdul Aziz ◽  
Nurahimah Mohd Yusoff
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Authentic Assessment ◽  
Study Data ◽  
English Language Teaching ◽  
Primary School Children ◽  
Process Writing ◽  
Interview Session ◽  
Language Classroom

<p>The paper discusses on how process writing is improved with the use of authentic assessment in an English Language classroom. Eleven primary school children from Year 4 in a rural school in Sabah are the participants of the study. Data were collected by observing them during the English Language lessons and at the end of the series of observations, an interview session was conducted. The results of the study revealed thatusing authentic assessment to assess young learners’ writing skills is beneficial and effective in helping them to write better in the English Language classroom. The presentation will therefore provide suggestions for the use of more authentic assessment in the classroom, particularly in English Language teaching and learning.</p>

scholarly journals Exploring Factors of Speech Anxiety in Second Language Classroom

2019 ◽  
Vol 10 (5) ◽  
pp. 97
Author(s):  
Abdul Malik Abbasi ◽  
Samreen Riaz Ahmed ◽  
Alia Farooqi ◽  
Stephon John
Keyword(s):  
Second Language ◽  
Undergraduate Students ◽  
English Language ◽  
English Speakers ◽  
Speech Anxiety ◽  
Factors Affecting ◽  
Language Classroom ◽  
The World ◽  
Language Classrooms ◽  
Esl Learners

This study aims to investigate the factors affecting on English speech of undergraduate students at the SMIU, Karachi. The study prospects two aspects as outcomes of the study, one to discover what are the major issues and hindrances and another one to find their solutions for developing techniques and skills to gain confidence while speaking English as a second language in ESL classroom and in public. It will further investigate as how to help develop a wonderful speech free from speech anxiety. The study administered Likert Scale as a tool for data collection. Forty participating students were recruited from the department of Computer Science, Sindh Madressatul Islam University, Karachi. Speech anxiety is a common phenomenon amongst the students in the second language classrooms. Second language i.e., English, however, has become the lingua franca of the world. It is no longer the language of only native Britishers and Americans, rather, it is a widely spoken language by most people living in every nook & corner of the world. This study investigates as to how ESL learners turn out as nervous speakers while speaking English. Findings of the study suggest that speech anxiety seems to be an unavoidable phenomenon for ESL learners as the data reveal. In addition, this study is associated with the previous studies that there is a moderate level of Foreign Language Speech Anxiety (FLSA) amongst the Pakistani English speakers. Since English is taught from the primary level and every literate person almost understands and speaks English. Pakistani English language speakers should speak without speech anxiety, though it seems to be a part of human nature being nervous while speaking English as a second language. The students should learn how to manage speech anxiety by welcoming it and try to overcome it not by mindless imitation but by being natural in English speech.

scholarly journals University Teachers’ and Students’ Beliefs about Grammar Translation Method and Communicative Language Teaching in Quetta, Balochistan, Pakistan

2017 ◽  
Vol 7 (2) ◽  
pp. 151
Author(s):  
Ruffia Jahanzaib ◽  
Muhammad Zeeshan
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Translation Method ◽  
Future Research ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
Language Classrooms ◽  
Grammar Translation Method ◽  
English Language Classrooms

Selection of an appropriate method for learning and teaching second language is significantly important. For this purpose, various types of methods and approaches are suggested and employed. The present study intended to investigate the beliefs of teachers and students about Grammar Translation Method (GTM) and Communicative Language Teaching (CLT). Through purposive sampling eight female teachers and students of university were selected. The study was qualitative. Interview protocol and observation were used for data collection. NVivo (Version 10) was used to perform the content analysis. The participants showed a positive inclination towards the features of CLT to be used in English language classrooms. On the basis of the results, the study suggests adopting CLT in English language classrooms to improve learners’ communicative skills. For future research, directions are also suggested.

From pedagogy to communities: Issues within and beyond the Spanish heritage language classroom

2015 ◽  
Vol 8 (2) ◽  
Author(s):  
Dalia Magaña
Keyword(s):  
Language Learners ◽  
Heritage Language ◽  
English Language ◽  
Language Use ◽  
Language Pedagogy ◽  
Language Varieties ◽  
Language Classroom ◽  
Language Courses ◽  
Language Classrooms ◽  
Rural Variety

AbstractResearch on Spanish heritage language pedagogy has flourished in the past few decades, revealing both challenges and successful models to address them. The discussion here will focus on some of these major challenges and models, specifically, heritage language assessment, language variety validation, biliteracy approaches, and connections beyond the classroom. Students enroll in heritage language courses to develop their language repertoires and to become better prepared for professional opportunities that require formal uses of Spanish. However, one of the problems that heritage language instructors may face is guiding learners to develop biliteracy skills while also validating students’ language varieties. Heritage language learners frequently enter the classroom with feelings of inferiority about their language use either because their variety is stigmatized (e.g., they speak a rural variety), their Spanish is limited to oral/informal registers and/or their Spanish has English language influence. For these reasons, instructors’ role in empowering students and their language use is particularly crucial. Heritage language classrooms are also ideal for establishing stronger connections with local communities and professional sectors where Spanish is in demand (e.g., health care).

scholarly journals Computer Supported Collaborative Writing: Does it Work among ESL Learners?

2018 ◽  
Vol 10 (3) ◽  
pp. 35
Author(s):  
Nur Hazirah Che Ithnin ◽  
Farhanahbinti Mohamad Fikray ◽  
Noor Zainab Abdul Razak
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Collaborative Writing ◽  
Future Research ◽  
Writing Assessments ◽  
Writing Skill ◽  
Post Test ◽  
Research Findings ◽  
User Friendly ◽  
Esl Learners

This study examines the effectiveness of using Wiki as a platform to enhance EL learners’ writing skill in English language. In particular, the aim of this research is to examine learners’ performance in composing English language essays as well as to identify the challenges which the students faced throughout the process of writing through Wiki. This study involved the respondents from secondary school who were in Form 2 and it consists of three levels of language proficiency which the researchers have identified. Specifically, the research data is collected through writing assessments (pre-test and post-test). For pre-test and post-test, the website selected as a platform was ZOHO Wiki which is a free user friendly online server designed for collaborative writing. The data from pre-test and post-test was analysed according to the marks obtained. Particularly, the research findings showed that students positively show an encouraging improvement in their English language essays and writing skill. Besides, some   challenges on the Wiki website and technological related issues that occurred during the process of Wiki mediated writing have also been identified such as difficulties in terms of Wiki tools software, technological related problem, collaborative writing issues, and other relevant challenges related to the research topic. In addition, the pedagogical implications, limitations as well as recommendations on the future research which are relevant to the present study are discussed and elaborated. In short, collaborative learning through Wiki provides learners with an interactive platform for writing English language composition.

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