scholarly journals WhatsApp in Emergency Remote Learning (The Students’ Perception)

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Eka Wulandari ◽  
Yuyun Putri Mandasari
Keyword(s):  
Nursing Students ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Demographic Data ◽  
Learning Technologies ◽  
Online Questionnaire ◽  
Online Mode ◽  
The Government ◽  
Remote Learning

The emergency remote learning due to COVID-19 pandemic and the government strategy to move the lesson into online mode make language learning technologies play an important role to help students achieving the goals of learning. WhatsApp application as one of learning media offers some benefits that can be utilized by the students and teachers to achieve this goal. This study aimed at knowing the midwifery and nursing students‘ perception on the use of WhatsApp as the media of English teaching and learning process in the context of Emergency Remote Learning (ERL). This paper presented data survey towards 183 students of nursing and midwifery departments at Poltekkes Kemenkes Malang. The instrument of this study was an online questionnaire designed based on the literature review and administered to the participants through class‘s WhatsApp Group. There were 25 items in the questionnaire and the content was conveyed the demographic data and students’ perception towards the use of WhatsApp application that helped them mastering four English language skills and components as well as getting scoring and feedback. The data were presented in the percentage data and analyzed using descriptive explanation. The finding showed that students’ perception on WhatsApp as learning media in English online learning in ERL context gained highly positive perception on all items. Based on this result, teachers can utilize all features on WhatsApp to design meaningful learning in the time of emergency remote teaching and learning.

The Use of Multimedia and its Impact on Bangladeshi EFL Learners at Tertiary Level

2020 ◽  
Vol 4 (2) ◽  
pp. 150
Author(s):  
Farzana Sharmin Pamela Islam
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
English Language ◽  
Capital City ◽  
Tertiary Level ◽  
Language Classroom ◽  
The Difference ◽  
The Government ◽  
The Impact

As 21st century is the era of modern technologies with different aspects, it offers us to make the best use of them. After tape recorder and overhead projector (OHP), multimedia has become an important part of language classroom facilities for its unique and effective application in delivering and learning lesson. Although in many parts of Bangladesh, a South Asian developing country, where English enjoys the status of a foreign language, the use of multimedia in teaching and learning is viewed as a matter of luxury. However, nowadays the usefulness and the necessity of it are well recognized by the academics as well as the government. The study aims to focus on the difference between a traditional classroom void of multimedia and multimedia equipped classrooms at university level by explaining how multimedia support the students with enhanced opportunity to interact with diverse texts that give them more in-depth comprehension of the subject. It also focuses on audio-visual advantage of multimedia on the students’ English language learning. The study has followed a qualitative method to get an in-depth understanding of the impact of using multimedia in an English language classroom at tertiary level. For this purpose, the data have been collected from two different sources. Firstly, from students’ written response to  an open ended question as to their comparative experience of learning  lessons with and without multimedia facilities; and secondly, through  observation of English language classes at a private university of Dhaka, the capital city of Bangladesh. The discussion of the study is limited to  the use of multimedia in English language classroom using cartoons, images and music with a view to enhance students’ skills in academic writing, critical analysis of image and critical appreciation of music. For this purpose, cartoons in English language, images from Google and music from You Tube have got focused discussion in this paper.

A review of technology choice for teaching language skills and areas in the CALL literature

ReCALL ◽  
2007 ◽  
Vol 19 (2) ◽  
pp. 105-120 ◽  
Author(s):  
GLENN STOCKWELL
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Academic Discipline ◽  
Learning Technologies ◽  
Learning Objectives ◽  
Research Review ◽  
Technology Choice ◽  
Clear Idea

The use of technology in language teaching and learning has been the focus of a number of recent research review studies, including developments in technology and CALL research (Zhao, 2003), CALL as an academic discipline (Debski, 2003), ICT effectiveness (Felix, 2005), and subject characteristics in CALL research (Hubbard, 2005), to name a few. Such studies have contributed to clarifying how language learning technologies have been investigated, but questions remain regarding how these technologies have been used in achieving learning objectives. In other words, what technologies do CALL practitioners select for the teaching of a certain language skill or area such as listening, grammar or pronunciation? Are the decisions to use these technologies made on pedagogical grounds, or alternatively, are there other aspects that are more instrumental in influencing what is used in the language classroom? The purpose of this study is to review the literature to examine what technologies are used in the teaching of the language skills and areas. All empirical research articles appearing in four major English-language journals in the field of CALL (CALICO Journal, CALL, Language Learning & Technology, and ReCALL) from 2001 to 2005 were examined and the results collated to determine (1) what types of technologies are being used in the teaching of specific language skills and areas, (2) whether researchers had a clear idea in mind regarding their choice of technology or technologies in relation to their learning objectives, and (3) whether the researchers attempted to capitalise upon the features inherent in the technology or technologies as opposed to traditional, non-CALL means. The paper concludes with a discussion of the relationship between technology and pedagogical goals.

scholarly journals Mobile English Learning: An Empirical Study on an APP, English Fun Dubbing

2016 ◽  
Vol 11 (12) ◽  
pp. 4 ◽  
Author(s):  
Sihong Zhang
Keyword(s):  
Empirical Study ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Mobile Apps ◽  
Mobile Network ◽  
English Learning ◽  
User Friendliness ◽  
Online Questionnaire ◽  
Authentic Language

The availability of smart phones connected to mobile network and the occurrence of APPs developed for the educational purposes provide us with the possibility and feasibility of mobile teaching and learning. English Fun Dubbing, an APP designed for its users to practice oral English, was employed in this one-academic-year empirical study to evaluate the benefits of mobile APPs in the field of pedagogy. When the study ended, an anonymous online questionnaire was distributed to the 123 participants to survey the effects of English Fun Dubbing on their English language learning. The results showed that the majority of the respondents were satisfied with it in many aspects including its conveniences, flexibility, user-friendliness, rich materials, authentic language context, etc. and also its functions to inspire learning interests, foster learner autonomy, help realize personalized learning, and so on. We concluded that a reasonable and wise choice of APPs would not only be useful for students’ English learning, but also help lead them to use mobile phones in a positive way.

Using Computer-Assisted Language Learning (CALL) materials in English as Second Language (ESL) classrooms: perspectives of teachers and students in United Arab Emirates

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Ramia DIRAR SHEHADEH MUSMAR
Keyword(s):  
Second Language ◽  
Language Learning ◽  
United Arab Emirates ◽  
Language Proficiency ◽  
English Language ◽  
Learning Technologies ◽  
Student Diversity ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching

Integrating scaffolding-learning technologies has been recognized for its potential to create intellectual and engaging classroom interactions. In the United Arab Emirates, having language teachers employ computers as a medium of new pedagogical instrument for teaching second languages generated the idea of Computer-Assisted Language Learning (CALL) as a medium of an innovative pedagogical instrument for facilitating and scaffolding language learning, with an aspiration that it will lead to improved English language attainment and better assessment results. This study aims at investigating the perspectives of students and teachers on the advantageous and disadvantageous impacts of CALL on learning and teaching English as a second language in one public school in the emirate of Abu Dhabi. The results show that CALL has a facilitating role in L2 classroom and that using CALL activities is advantageous in reducing English learning tension, boosting motivation, catering for student diversity, promoting self-directed language learning and scaffolding while learning English. The results additionally report that numerous aspects like time constraints, teachers’ unsatisfactory computer skills, insufficient computer facilities, and inflexible school courses undesirably affect the implementation of CALL in English classrooms. It is recommended that further studies should be undertaken to investigate the actual effect of CALL on students’ language proficiency. 

The Benefits of Android Applications for an Independent Learning in Learning English Language

2021 ◽  
Vol 2 (2) ◽  
pp. 8-15
Author(s):  
Faiz Ushbah Mubarok ◽  
Atiqah Nurul Asri
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Independent Learning ◽  
Android Applications ◽  
Motivation And Confidence ◽  
Learning Language ◽  
Affective Skills ◽  
Learning English

Due to the pandemic condition, we rely more on the technology usage. Technology presents us plentiful advantages and features in the teaching and learning. Specifically in smart phones, android nowadays offer numerous applications of language learning in Play Store. This article shows the benefits of Android applications namely Duolingo, Busuu, Rosetta Store, and Memrise in learning English language. These apps enhance the user’s four language skills mastery using games, riddles and other various ways. By learning language independently, students may also their cognitive, meta-cognitive and affective skills. It aids learners to gain their goals in a fun and enjoyable ways. Further, it is also beneficial in terms of improving students’ motivation and confidence, easy and simple, practical and entertaining, and sustainability. 

scholarly journals Developing Little Bridge as an evidence-informed English language learning platform for 6–12 year olds

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Emma Rogers ◽  
Kristen Weatherby
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
English Language ◽  
Social Aspect ◽  
English Language Learning ◽  
Learning Platform ◽  
Global Language ◽  
The Relationship

English is considered by many to be the global language of business and communication and, as such, parents and educators in countries in which English is not a native language are now encouraging children to study English at a young age. Much second language teaching and learning, however, does not take into account the real-world context within which language will be put to use. Little Bridge has developed an English language learning platform for students aged 6−12 years, within which learners acquire English vocabulary and skills and are able to apply what they have learned in real conversations with other English learners around the world. As part of UCL’s EDUCATE research accelerator programme, Little Bridge worked with a mentor to design and conduct mixed-methods research into the relationship between this social aspect of their platform and students’ achievement in learning English. Findings suggested that Little Bridge users who are the most active participants in the platform’s social network also complete more of the platform’s learning activities and achieve better results than those with the lowest social participation rates. The relationship between the academic mentor and Little Bridge enabled the company to develop a research mindset, understand the value of the data that they already have, and improve their understanding of the platform.

scholarly journals Media-Support Teaching and Learning of English Language as a Second Language: Eliminating Stereotypes

2021 ◽  
Vol 14 (4) ◽  
pp. 94
Author(s):  
Nnenna Gertrude Ezeh ◽  
Ojel Clara Anidi ◽  
Basil Okwudili Nwokolo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
The Media ◽  
Language Teaching And Learning

Second language learners especially in English language need further language support in view of the fact that they operate on the performance level of language use as against competence. Achieving success in the teaching and learning of a second language such as English is determined by a number of linguistic and nonlinguistic factors such as the attitude and language skills of the learners, the teacher’s innovativeness and competence, effective teaching methods and materials such as visual, audio-visual aids and media aids to language learning. This research is motivated by the problem inherent in the traditional teaching methods which is stereotypical, boring with little active students’ engagement in the learning process, which makes knowledge transfer an arduous task. The research represents a shift in language teaching and learning - from the known traditional to a more technological mode of learning- giving way to new technologies in which the media plays a prominent role. The work adopts a qualitative methodology in assessing the role of the media in language teaching and learning both on the part of the students as well the teacher, especially in terms of self-development and innovations. It was discovered that media aids in language learning, facilitates the overall learning process and helps the teacher to transcend his limitations in areas such as pronunciation, vocabulary to be able to guide the students aright. This makes learning an ongoing process rather than a product.

scholarly journals Washback of English national exams at ninth-grade level in Thailand and Indonesia

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Wachyu Sundayana ◽  
Panusak Meekaeo ◽  
Pupung Purnawarman ◽  
Didi Sukyadi
Keyword(s):  
Language Learning ◽  
Grade Level ◽  
Teaching And Learning ◽  
English Language ◽  
Ninth Grade ◽  
Ninth Graders ◽  
English Language Teaching ◽  
English Language Learning ◽  
Ninth Grade Students

Washback refers to influences of testing on teaching and learning. In Thailand and Indonesia, washback of the Ordinary National Educational Test (O-NET) and Ujian Nasional (UN) inevitably occurs on teaching and learning in classrooms at every level. This present study aims to explore and compare the washback effects of the O-NET and UN on English language learning as perceived by Thai and Indonesian ninth-grade students. It is a multi-case study (Thailand case and Indonesia case) by using triangulation design as the research design. The questionnaires concerning washback effects of national exams on English language learning were distributed to 200 ninth-graders in the two cases. In addition, six students from each case were interviewed. The results reveal that in both cases, the participants focus to learn on contents and skills that were likely to appear in the national exams. The participants learned English harder to perform well in the tests rather than to improve their English ability. Moreover, the students had high anxiety during the test preparations and feared for low O-NET and UN scores. The results of the study contribute to future washback study and improvement of English language teaching and learning at ninth-grade in Thailand and Indonesia.

scholarly journals Teaching and Learning Vocabulary: What English Language Learners Perceive to Be Effective and Ineffective Strategies

2018 ◽  
Vol 8 (1) ◽  
pp. 139
Author(s):  
Seyyed Hatam Tamimi Sa’d ◽  
Fereshte Rajabi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Strategy Training ◽  
Efl Learners ◽  
English Language Teachers

Vocabulary constitutes an essential part of every language-learning endeavour and deserves scholarly attention. The objective of the present study was three-fold: 1) exploring Iranian English language learners’Vocabulary Learning Strategies (VLSs), 2) examining language learners’ perceptions of vocabulary learning, and 3) exploring Iranian English language teachers’ Vocabulary Teaching Strategies (VTSs). In total, 145  intermediate learners of English as a foreign language, consisting of 114 males and 31 females aged 15 to 27, participated in the study. The triangulated data were collected using three tools: questionnaires, interviews, and class observations. Sixty-seven learners (31 females and 36 males) filled out a 56-statement questionnaire, adopted and adapted from Takač (2008) and translated into Persian. The questionnaire comprised two parts, enquiring as to the learners’ VLSs and the teachers’ VTSs. The findings indicated that females and males differed significantly in their reported VLSs and their teachers’ use of various VTSs. Additionally, 78 learners were interviewed as to their perceptions of effective and ineffective VLSs as well as VTSs. The findings revealed that the most effective VLSs were reported to be: a) reciting, repeating and listening to words, b) using words, and c) memorising words while the most effective VTSs revolved around: a) explanation, b) repetition, and c) dictation. The observations also confirmed the findings obtained via the questionnaire and interviews. In general, the findings are indicative of the limited repertoire of vocabulary acquisition techniques employed by Iranian EFL learners, hence the need for strategy training in how to acquire vocabulary. 

scholarly journals ONLINE LANGUAGE TEACHING EFFICIENCY IN COVID-19 ENVIRONMENT

2021 ◽  
pp. 220-225
Author(s):  
Iryna Navrotska ◽  
Alla Pavliuk ◽  
Iryna Kalynovska ◽  
Iryna Kuzhel
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Educational Institution ◽  
Educational Process ◽  
Learning Needs ◽  
Distant Learning ◽  
National University ◽  
Learning Platforms

The article represents the results of the survey conducted among the group of university and high school teachers to establish the specific tendencies in online language teaching and learning within the COVID 19-affected environment. The study hypothesis presupposed verification of the thesis that language learning needs adjustment to new circumstances. During 2020-2021, the major platform adopted by Lesya Ukrainka Volyn National University has been MS Office. It provided the participants of learning process with necessary tools such as calendar planning, lecture and seminar moderation, data submission and storage as well as assessment options and statistics. Incorporating the platform required tutorials for teachers since there were certain issues with registration and running the MS Office programme on various gadgets. At the initial stages alternatives were allowed to be used for online classes. The survey was conducted and analysed by means of quantitative and descriptive methods and on the basis of continuous academic discussions. It was concluded that the teachers treated the challenges of new learning environment differently. Namely, the respondents were invited to rate the general effectiveness of constant online language or language related subject learning, characterise institutional support, specify the prioritised digital platform and share feedback regarding their satisfaction with the educational process within late 2020 – first half of 2021. The majority of the respondents denoted the satisfactory effectiveness of online English language system. The educational institution was reported to provide sufficient support on distant learning platforms. Roughly one third of the answers pointed at the use of several distant learning platforms. Zoom has been defined as the main teachers’ preference probably due to simplicity of installation and running flexibility on various gadgets for both sides. The most burning issues of online learning during the COVID-19 period were associated with internet connection and access.

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