scholarly journals The Relevance of Using Games for Teaching Noun Phrases in English Language Teaching Class

2020 ◽  
Author(s):  
Abhipriya Roy
Keyword(s):  
Language Production ◽  
English Language ◽  
Teaching Method ◽  
Noun Phrases ◽  
English Language Teaching ◽  
Language Games ◽  
Game Based Learning ◽  
Post Test ◽  
The Impact ◽  
The Brain

Abstract Game-based learning makes learners collaborative, communicative and interactive. Strategic games improve the functioning of the brain. Gaming creates a dynamic atmosphere and develop skills while emotionally connecting the learners to the subject matter. The research paper focuses on the use of games inside the classroom and favours games to be a good teaching method for teaching noun phrases. It suggests the use of experimental method where a pre-test and a post-test will be used for data collection. It has suggested five language games for teaching noun phrases for analysing the impact of games for teaching noun phrases and their impact on language comprehension and language production. It also highlights the further scope of research.

scholarly journals Using Language Games for Vocabulary Retention in a Rural Primary School in Sarawak

2020 ◽  
Vol 4 (2) ◽  
pp. 101
Author(s):  
Lydia Zeta Donald Stavy ◽  
Frankie Subon ◽  
Norseha Unin
Keyword(s):  
English Language ◽  
Teaching Method ◽  
Language Games ◽  
Text Book ◽  
Vocabulary Retention ◽  
New Words ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Post Test ◽  
The Impact

This study seeks to examine the impact of using language games on students’ vocabulary retention. Six language games were chosen for this study; (1) describe it, (2) matching pairs, (3) jigsaw puzzle, (4) board rush,(5) ball games and (6) true or false. The rationale for choosing six different games is based on the understanding that students require at least five to sixteen exposures to learn a new word (Nation’s, 2001) foreffective vocabulary retention. For this study, vocabulary retention is the ability to keep or retain the new words that are taught for the duration of two weeks. The Pre-test and post-test were used to measure the vocabularyretention of the students. Prior to the pre-test, all 64 participants were taught for two weeks using the conventional teaching method by getting students to look words up in the dictionary, write definitions, and use the words in sentences (Basurto, 2004).For this traditional teaching, the eight new words were chosen from unit 10 of the text book for grade three of Malaysian elementary schools. For the next stage, the students weretaught eight new words from unit 11 of the same text book. After two weeks of teaching using the above six games, the students were given the posttest. The findings revealed that there was a significant difference invocabulary retention between the pre-test and post-test. The participants were able to retain significantly more words in the post-test than in the pre-test. In fact, they achieved better results in the post-test (M=63.45) than in the pre-test (M=58.71). This study reveals that language games can help to boost the students’ vocabulary retention if they are given a chance to learn and practice English language in a fun learning environment.

scholarly journals THE IMPACT OF MULTIMODAL INSTRUCTION ON THE ACQUISITION OF VOCABULARY

2016 ◽  
Vol 55 (1) ◽  
pp. 129-154
Author(s):  
Melisa Millaray Acuña Cárcamo ◽  
Romina Amanda Concha Cartes ◽  
Ninoska Ester Estrada Velásquez ◽  
Claudio Heraldo Díaz Larenas
Keyword(s):  
Public Schools ◽  
Action Research ◽  
Learning Style ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Language Teaching ◽  
English Language Teaching ◽  
School Students ◽  
Post Test ◽  
The Impact

ABSTRACT The use of inadequate and outdated practices, such as memorizing lists of decontextualized words and the excessive use of translation when teaching vocabulary, represent a prevailing problem in English language teaching. This study aims to determine whether the use of multimodality significantly improves vocabulary acquisition among school students. To determine how the use of multimodality affects vocabulary acquisition, this study was conducted in four groups, 8th, 9th, 10th and 11th graders, from two semi-public schools. The action research intervention was divided into five sessions, in which thirty words were taught in total, dividing them into six words per lesson. To measure the progress, students were given a pre-test before the intervention, and a post-test after being exposed to multimodal input. In addition, a learning style test (VARK) was administered to help them adapt to the material and activities to be applied. The results showed that there is statistically significance between the pre-test and post-test, so it is accepted the research hypothesis Does the use of multimodality in the classroom improve the acquisition of vocabulary in 8th, 9th, 10th and 11th graders from semi-public schools?

scholarly journals Developing the English Language Teaching Skills of Saudi Teachers of Young Learners

2020 ◽  
Vol 13 (3) ◽  
pp. 20
Author(s):  
Ayman Sabry Daif-Allah ◽  
Fahad Hamad Aljumah
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Control Group ◽  
Teaching Skills ◽  
Control Group Design ◽  
Young Learners ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

This study aimed at investigating the impact of a program on developing the English language teaching skills of pre-service English for Young Learners (EYL) Teachers. The sample of the study consisted of 70 English language major students in Qassim University. The researchers made use of the quasi-experimental pre-test post-test control group design and data were collected quantitatively by means of questionnaires and observation checklists used for pre- post testing. Results revealed the effectiveness of the program on developing the necessary English language teaching skills for pre-service EYL teachers. The study recommended introducing appropriate teaching practices in the EFL context in general and in elementary school settings in particular.

Impact of inquiry-based English teaching through digital applications on primary schoolchildren's reading comprehension and autonomy in pandemic situation

2021 ◽  
Vol 5 (S3) ◽  
Author(s):  
Ekaterine Pipia ◽  
Irina Chikovani
Keyword(s):  
Academic Performance ◽  
Reading Comprehension ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Autonomy Development ◽  
Study Results ◽  
Before And After ◽  
Quantitative Manner ◽  
The Impact

Considering the urgency of integrating technologies in the contemporary classrooms, the aim of the presented study has been shaped to outline the impact of inquiry-based English language teaching through digital applications on primary learners’ reading comprehension and autonomy development during a pandemic outbreak of COVID-19. The research context has been designed in a quantitative manner to analyze experiment results and compare control and treatment group learners’ reading comprehension and academic achievement levels as well as to measure primary schoolchildren’s level of autonomy before and after the treatment. The subjects’ autonomy level, curiosity and interest in reading through digital applications before and after the experiment have been evaluated through pre and post-experimental questionnaires. Learning processes of two experimental and two control groups were compared to create four research contexts for the study. Discrepancy between inquiry-based teaching through a digital library and a traditional way of teaching reading has been emphasized in the study results. The obtained data has been analyzed using SPSS to compare the academic performance results. The study revealed that inquiry-based English language teaching through digital applications highly enhanced the primary learners’ academic performance in reading and increased their motivation level to study independently.

scholarly journals Using Total Physical Response (TPR) Method on Young Learners English Language Teaching

2019 ◽  
Vol 3 (1) ◽  
pp. 26
Author(s):  
Cicih Nuraeni
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Word Choice ◽  
Young Learners ◽  
Teachers And Students ◽  
Post Test ◽  
Physical Response ◽  
Learning English

<p>The purpose of this study was to describe the use of Total Physical Response (TPR) method on young learners English Language Teaching (ELT) at Panti Asuhan Yauma. The method of the research is descriptive qualitative. In this research the researcher describes the activities carried out by teachers and students by using TPR method. The data resources are from teacher and students in Panti Asuhan Yauma Jakarta. The class consists of 30 students which their ages were around 5 to 11 years old. The data collected through observation in learning activities. The instruments were pre-test and post-test with 2 (two) criterion being assessed, namely vocabulary and comprehension. They were divided into 5 (five) elements such as accuracy of word, understanding each word, word choice, understanding the meaning, and speaking easily. The results showed that there was an improvement in vocabulary score about 27.40 and comprehension score about 28.77. The research finding first showed that when using the TPR method children enjoyed and were also very active in learning English. The researcher hopes that the study contributes to the activities of teaching and learning English, especially teaching English for young learners. It was proved by the score from pre-test and post-test.</p>

scholarly journals THE EFFECTIVENESS OF USING INDEX CARD MATCH IN TEACHING VOCABULARY

2018 ◽  
Vol 5 (2) ◽  
pp. 107
Author(s):  
Sri Ariani ◽  
Tri Setianingsih
Keyword(s):  
Teaching Method ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
First Year ◽  
Research Subjects ◽  
Index Card ◽  
First Year Students ◽  
Post Test ◽  
And Control ◽  
The Impact

This research aims to find out Is there any significant differences between the impact of traditional teaching method and using Index Card Match in teaching English vocabulary at the First Year Students of SMA HANG TUAH 3 MATARAM and to find out does using Index Card Match have a positive effect on students’ vocabulary knowledge. The sample of this research is 40 students. The kind of this research is experimental research. The students are divided into two groups such as experimental group and control group. Then the research subjects are pre-tested to know their prior vocabulary mastery. After the treatment, the sample is post-tested to know their recent vocabulary mastery as the result of the treatment. The scores in both pre-test and post-test are taken as the main data of the research. The data is analyzed by using t-test.

scholarly journals ELT Syllabus: Hegemonic Sabotaging of Pakistan’s Ideology at HSSC level

2018 ◽  
Vol III (I) ◽  
pp. 58-77
Author(s):  
Ejaz Mirza ◽  
Nazak Hussain ◽  
Syed Ali Shah
Keyword(s):  
Positive Attitude ◽  
English Language ◽  
Cultural Representation ◽  
English Language Teaching ◽  
Culture Studies ◽  
Foreign Culture ◽  
Compulsory Subject ◽  
The Impact ◽  
Target Culture ◽  
English Culture

English Language Teaching has become a compulsory subject in the curricula of many developing countries. There has been an increase in the trend of skeptic viewing of the credibility of this subject for teaching only a language and not its ideology and culture. Studies show that under the impact of ELT learners develop a positive attitude to English culture and depreciation of the indigenous one. Same is the case in Pakistan. English ideologies and cultural representation were uncovered through the application of CDA. The main ideologies found in these books were superiority of “Us/Self” and the inferiority of “Them/Other”. The paper present the source and target culture in their true perspective making the source culture part of esteem instead of the foreign culture.

scholarly journals Why can't we do it as teachers: English language teaching from the perspectives of secondary school teachers

2021 ◽  
Vol 11 (1) ◽  
pp. 63-84
Author(s):  
Sevim Maviş ◽  
Fevzi Dursun
Keyword(s):  
Language Learning ◽  
English Language ◽  
Secondary School Teachers ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Structured Interview ◽  
English Language Teaching ◽  
Teaching English ◽  
Black Sea Region ◽  
The Impact

The purpose of this study is to discover the issues in teaching English from the perspective of teachers. The qualitative method was employed in the study by using semi-structured interview forms to 19 teachers from a central Black Sea region province of Turkey. The teachers highlighted the impact of learning-teaching process, teacher training, teacher-stakeholder relationship and students during the study. According to the teachers, students' prejudices against foreign language learning, interest in the subject, awareness of the importance of language learning, speaking skills, participation in the lesson and the environment they take the courses affect the language learning process. Nevertheless, the reasons for the problems are a lot more complex than this. The students are also need to be supported by the education system, by the parents and by teachers in this process. For instance, the results shows that there is a need for activities that will make students more active, and more suitable environments and materials (i.e. books) are needed for English language teaching. Also, the teachers need to the support of parents, administrators, and the other teachers to become more efficient. This research once again reveals the importance of interrelation of all factors and stakeholders as well as students' willingness and thoughts in teaching English.

scholarly journals Recursos Didácticos Comunicativos Y Audiovisuales Para La Enseñanza-Aprendizaje Del Idioma Inglés A Través De Aulas Virtuales

2017 ◽  
Vol 13 (25) ◽  
pp. 193
Author(s):  
Armas Pesantez Paul Rolando ◽  
Armas Pesantez Washington Geovanny ◽  
Salazar Calderón Edison Hernán ◽  
Guadalupe Bravo Luis Oswaldo ◽  
Orozco Yánez Gabriel Isaac
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Virtual Classroom ◽  
English Language Teaching ◽  
Curriculum Guidelines ◽  
Teachers And Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Didactic Material ◽  
Teaching Learning

The purpose of the current research was the implementation of didactic audiovisual and communicative resources through a virtual classroom for the teaching-learning of English language, aimed to the first level students Languages School at Universidad Nacional de Chimborazo due to the lack of didactic material helping in the development of activities and tasks into the classroom. This fact impedes teachers and students reaching a higher level in the English Language teaching-learning process, this situation made necessary the implementation of resources adaptive to the pedagogical context and planned through a content manager or virtual classroom. The current research is quasi experimental, bibliographic, documental and descriptive which was applied to a sample where it was necessary to consider an initial knowledge diagnose before applying the communicative and audiovisual resources, then it was necessary to carry out an evaluation at the end of it. It was also necessary to use a set of activities based on communicative and audiovisual resources framed within the micro curriculum guidelines with schedules and contents that were evaluated through questionnaires and a checklist. The instruments for collecting information allowed obtaining data in both pre-test and post-test. These qualifications were compared through a statistical test that allowed concluding that the use of the mentioned resources improved the English language teaching, at the same time it was possible to recommend its use within the curriculum for the First Level of the Languages Major.

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