scholarly journals Exploiting the learning resources offered by the Online Multimedia Module for Practicing Speaking Skills in English. Focus on STANAG 6001 Level 2. A practical demonstration

2020 ◽  
Vol XXIII (2) ◽  
pp. 141-145
Author(s):  
Cizer Laura Diana
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Online Resources ◽  
Classroom Setting ◽  
Naval Academy ◽  
Learning Context ◽  
Comprehensive Exploitation ◽  
Practical Demonstration ◽  
Level 2

The present article aims to illustrate the teaching and learning possibilities as well as the benefits offered by the judicious and comprehensive exploitation of the available ICT online resources when aligning them to the objectives specific to one’s own language learning context. This presentation is articulated on two lines: the dissemination of the practical outcomes of a recent research projected conducted by the authors at “Mircea cel Bătrân” Naval Academy and the demonstration of how the online learning tool emerged as the result of capitalizing the findings of the aforementioned research project can be realistically used in a classroom setting with a help of sample lesson plan. Key words: ICT, ESL, testing speaking.

scholarly journals The use of Webquest in blended EFL learning in Indonesia to improve students’ speaking skills

ATTARBIYAH ◽  
2019 ◽  
Vol 28 ◽  
pp. 1
Author(s):  
Dian Amalia ◽  
Roko Patria Jati
Keyword(s):  
Action Research ◽  
Language Learning ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Foreign Language Learning ◽  
Pedagogical Issues ◽  
Learning Context ◽  
English As Foreign Language ◽  
Classroom Action Research ◽  
Speaking Skills

This study aimed to investigate the implementation of Webquest in a blended EFL (English as Foreign Language) learning context and the students’ speaking skills improvement dealing with it. A number of 21 students were involved in the classroom action research designed. This classroom action research focused on two pedagogical issues of the methodology as well as the students’ improvement of their speaking skills. The lesson plan including the test instruments was prepared in line with the proposed teaching model. To begin, the observation supported with field notes was executed to describe the teaching and learning process. We played the role of passive participant in this period. Subsequently, the students’ speaking skills were evaluated through oral test in which the results of pre-cycle test as well as after-cycles were analyzed using t-test. We found that there was a significant improvement on the students’ speaking skills in term of pronunciation, intonation, fluency, grammar and vocabulary within two cycles of action research. Thus, the implementation of Webquest as media in blended learning was successful to improve the students’ speaking skills.

scholarly journals Review of doctoral research on second language teaching and learning in Spain (2008–2010)

2012 ◽  
Vol 46 (1) ◽  
pp. 87-107
Author(s):  
Raquel Serrano ◽  
Imma Miralpeix
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Teaching And Learning ◽  
New Technologies ◽  
Language Teachers ◽  
Learning Context ◽  
Learning And Teaching ◽  
Doctoral Research ◽  
Immigrant Populations ◽  
Selection Of

This paper reviews a selection of doctoral theses on language learning and teaching completed in Spain between 2008 and 2010. A total of 16 theses have been identified as representative – in terms of the topics under investigation and the methodology employed – of the doctoral research undertaken in Spain. Current topics include the development of speaking skills, motivation, learner autonomy, pragmatics, learning context, Content and Language Integrated Learning (CLIL), language learning by immigrant populations and, especially, classroom teaching. A variety of research methods were employed in the theses under review, and while most of them focus on adult learners, some also consider children. The interest of researchers in these topics is consistent with the challenges faced by language teachers in Spain, as well as with the new realities of teaching in this country, with its recently-arrived immigrant population, the expansion of CLIL programmes and the use of new technologies.

scholarly journals PENGGUNAAN MEDIA GAMBAR UNTUK MENINGKATKAN PENGUASAAN VOCABULARY ANAK

2020 ◽  
Vol 2 (1) ◽  
pp. 53-65
Author(s):  
Nurul Ulfah Putri Utami ◽  
Taopik Rahman
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Lesson Plan ◽  
English Language Learning ◽  
Media Images ◽  
Media Image ◽  
Research Activities ◽  
The Media ◽  
Image Pattern

ABSTRACTThis study triggered by the lack of mastery of vocabulary in English language learning. It is based on interviews and learning activities of researchers at TK Pertiwi DWP Tasikmalaya on the activities of the implementation of the PPL UPI Tasikmalaya in 2017, as well as the data pre action before the research activities carried out which shows that there are still many students who do not abide by the minimum completeness criteria (KKM ). Low mastery of vocabulary students are not separated from the ineffectiveness of the media used and the ability of teachers to plan and implement teaching and learning. This study aims to determine the planning, implementation and improvement ofmastery of vocabulary children'sthrough the use of media images. Media image is a kind of learning media by using the image (pattern / graffiti a form) that is projected onto the two-dimensional form. By using media images of children will obtain data about an object in full shape, appearance and the name of the object. So that the child will be faster remember a word well. This is certainly very suitable to be applied on English language learning. In this study the research method used was classroom action research (PTK) is adapted from the model Kemmis and Mc Taggart with three cycles. Subjects in this study is the researchers themselves and the children in group A2 TK Pertiwi DWP Tawang District of Tasikmalaya, amounting to 13 people. Data was collected by APKG and observation sheet. Based on the results obtained by an increase in the ability of teachers to create lesson plan reached 92.18%, enhancements to the ability of teachers in implementing the learning reached 93.12% and themastery of vocabulary child'sof 92.3%. In general the increase occurred after be applied using media imagesPenelitian ini dilatar belakangi oleh rendahnya penguasan kosa kata pada pembelajaran bahasa inggris. Hal ini didasarkan pada hasil wawancara dan kegiatan belajar mengajar peneliti di TK Pertiwi DWP Kota Tasikmalaya pada kegiatan pelaksanaan PPL UPI Tasikmalaya tahun 2017, serta data hasil pra tindakan sebelum kegiatan penelitian dilaksanakan yang menunjukan bahwa masih banyak siswa yang tidak memenuhi nilai kriteria ketuntasan minimal (KKM). Rendahnya penguasaan vocabulary siswa tidak terlepas dari tidak efektifnya media yang digunakan dan kemampuan guru dalam merencanakan dan melaksanakan kegiatan belajar mengajar. Penelitian ini bertujuan untuk mengetahui perencanaan, pelaksanaan dan peningkatan penguasaan vocabulary anak melalui penggunaan media gambar. Media gambar adalah suatu jenis media pembelajaran dengan menggunakan gambar (pola/coretan suatu bentuk) yang diproyeksikan ke dalam bentuk 2 dimensi. Dengan menggunakan media gambar anak akan memperoleh data mengenai suatu benda secara lengkap baik bentuk, tampilan maupun  nama benda tersebut. Sehingga anak akan lebih cepat mengingat suatu kata dengan baik. Hal ini tentunya sangat cocok diterapkan pada pembelajaran bahasa inggris. Pada penelitian ini metode penelitian yang digunakan adalah penelitian tindakan kelas (PTK) yang mengadaptasi dari model Kemmis dan Mc Taggart dengan tiga siklus. Subjek dalam penelitian ini adalah peneliti sendiri dan anak kelompok A2 TK Pertiwi DWP Kecamatan Tawang Kota Tasikmalaya yang berjumlah 13 orang. Pengumpulan data dilakukan dengan APKG dan lembar observasi. Berdasarkan hasil penelitian diperoleh peningkatan kemampuan guru dalam membuat rencana pelaksanaan pembelajaran mencapai 92,18 %, peningakatan kemampuan guru dalam melaksanakan pembelajaran mencapai 93,12 % dan hasil penguasaan vocabulary anak mencapai 92,3 %. Secara umum peningkatan terjadi setelah diterapakan penggunaan media gambar. 

scholarly journals Persuasive Design in Teaching and Learning

2013 ◽  
Vol 1 (2) ◽  
pp. 1-5 ◽  
Author(s):  
Reinhold Behringer ◽  
Peter Øhrstrøm
Keyword(s):  
Adult Learning ◽  
Language Learning ◽  
Informal Learning ◽  
Teaching And Learning ◽  
International Workshop ◽  
Persuasive Technology ◽  
Theoretical Background ◽  
University Education ◽  
Learning Context ◽  
Specific Learning

The EuroPLOT project (2010-2013) has developed Persuasive Learning and Technologies (PLOTs) and has evaluated them in four real-world case studies, which cover the widely different teaching scenarios of university education, adult learning in industry, informal learning at a museum, literature studies, and language learning. At the International Workshop of EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013), the results of the project were presented, and an overview of related research was given. One of the main conclusions of EuroPLOT has been that the specific learning context has to be considered when applying persuasive designs. At IWEPLET 2013, both the theoretical background as well as evaluations of persuasive technology demonstrations were presented. This paper provides an overview of these presentations.

scholarly journals Developing cognitive and language skills through visual arts.

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Renáta Marosi
Keyword(s):  
Problem Solving ◽  
Language Learning ◽  
Visual Arts ◽  
Cognitive Skills ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Visual Aids ◽  
The One ◽  
Visual Materials

Pedagogy works with a number of methods in order to develop students’ mental and emotional skills. For example, using audio-visual materials (e.g. songs, videos, flashcards) is considered highly beneficial and motivating for students. Taking into account the popularity and effectivity of audio-visual aids, it is worth considering the use of paintings, as representatives of visual arts, in education and more particularly in teaching and learning EFL. This pedagogical approach does not only expand students’ general knowledge on arts but also at the same time actives skills such as skills of making logical connections, reasoning and problem-solving, which are highly required in language acquisition (L2). Consequently, the purpose of the present paper is twofold. On the one hand, it aims at describing the positive influences of visual arts, i.e. paintings, in developing students’ cognitive skills that are likewise essential in (second) language learning: critical thinking, reasoning, problem-solving skill and the ability of expressing their own opinions, etc. On the other hand, the study provides the reader with an example of using paintings in pedagogy: it offers a 45-minute lesson plan on a particular work of art with a special attention to improving students’ aforementioned cognitive skills and practicing particular tenses (present simple and present continuous).

scholarly journals Using blogs to help language students to develop reflective learning strategies: Towards a pedagogical framework

2010 ◽  
Vol 26 (2) ◽  
Author(s):  
Tríona Hourigan ◽  
Liam Murray
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Social Networking Sites ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Computer Assisted ◽  
Social Changes ◽  
Learning Context ◽  
Teaching And Learning Environment ◽  
E Learning

<span>Due to the social changes brought about in no small part by Web 2.0 tools, the potential impact of the blog writing phenomenon upon teaching and learning contexts reveals an important area for consideration for all university educators, and in particular for e-learning practitioners. Today, web users may access a wide variety of media to express themselves and to communicate with others. These may include conventional blog websites such as </span><em>blogger.com</em><span> or indeed social networking sites such as </span><em>MySpace, Facebook</em><span> or </span><em>Bebo</em><span>, which continue to integrate blog tools and which also encourage self-expression on the part of the users. Moreover, the application of such written expression tools into a language learning context requires further investigation by the computer-assisted language learning (CALL) community, most notably in the field of exploring the distinct pedagogical environment which emerges within such a context. This paper shall detail the pedagogical and support role of the teacher as well as considering the content of learners' reflective output throughout the course of the semester. Our analysis will consider the overall teaching and learning environment, with additional qualitative examples from the learner blogs and essays in order to define clearly emerging roles and activities with regard to future classroom practice.</span>

Errors of Indefinite Articles Use in German Language Learning: A Case Study Involving Translating Sentences by Level 2 Students of UiTM Cawangan Pulau Pinang

2019 ◽  
Vol 3 (3) ◽  
pp. 20
Author(s):  
Noraziah Mohd Amin ◽  
Raja Rosila Raja Berahim
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Engineering Students ◽  
German Language ◽  
Writing Test ◽  
Teachers And Students ◽  
Elective Course ◽  
Translation Errors ◽  
Level 2

This study was aimed at identifying and analyzing German grammar errors in terms of the use of indefinite articles by Level 2 students for the course, “Introductory German Level II” at Universiti Technologi MARA Cawangan Pulau Pinang. This study is a qualitative study in terms of its design. The research data was obtained from the answers to the writing test submitted by the Bachelor of Mechanical Engineering and the Bachelor of Electrical Engineering students who were studying German as an elective course. The total number of participants in the study was 27. After identifying, analyzing and comparing the translation errors of indefinite articles from English to German, the study found that there were so many students who made mistakes with using indefinite articles in German where there were 25 students out of the total number of the sample, 27 students. Indirectly, this study identifies the level of proficiency in German particularly with regard to using indefinite articles among students for the course investigated. This study is expected to help German teachers and students improve their German language teaching and learning strategies to become better, easier and more efficient.

scholarly journals Online resources and software for teaching and learning Latin

2019 ◽  
Vol 12 (3) ◽  
pp. 93-108
Author(s):  
Olena Balalaieva
Keyword(s):  
Language Learning ◽  
Digital Libraries ◽  
Teaching And Learning ◽  
Online Courses ◽  
Educational Process ◽  
Online Resources ◽  
Learning Tools ◽  
Scientific Publications ◽  
Electronic Textbooks ◽  
E Learning

ABSTRACT: The aim of this article is to review electronic resources in Latin, analyzing their didactic potential to help Classical teachers to effectively organize the educational process, diversifying the set of tools, and enhancing their work. Today, most of the useful links are accumulated on domestic professional sites devoted to the study of Latin. Many foreign scientists and teachers simply do not know about their existence. From time to time, attempts are made to summarize information and provide content for studying Classic languages in scientific publications, but such information quickly becomes outdated and needs to be regularly updated. This article provides an overview of the current most popular resources on Latin: digital libraries and databases, online courses, electronic textbooks, dictionary, translators etc.; describing the current state of the development of e-learning tools and websites for the study of Latin in Ukraine. KEYWORDS: electronic educational resources; online resources; language learning; Latin language.   RESUMO: O objetivo do artigo é revisar recursos eletrônicos em Latim, analisando seu potencial didático para ajudar os professores clássicos a organizar efetivamente o processo educacional, diversificando o conjunto de ferramentas e aprimorando o seu trabalho. Hoje, a maioria dos links úteis é acumulada em vários sites domésticos dedicados ao estudo do Latim. Muitos cientistas e professores estrangeiros simplesmente não sabem sobre sua existência. De tempos em tempos, são feitas tentativas de resumir informações e fornecer conteúdo para o estudo de línguas clássicas em publicações científicas, mas essas informações rapidamente ficam desatualizadas e precisam ser atualizadas regularmente. Este artigo fornece uma visão geral dos recursos mais populares da atualidade em Latim: bibliotecas digitais e bancos de dados, cursos online, livros eletrônicos, dicionário, tradutores etc.; descreve o estado atual de desenvolvimento das ferramentas de e-learning e sites para o estudo do Latim na Ucrânia. PALAVRAS-CHAVE: recursos educacionais eletrônicos; recursos online; aprendizagem de línguas; língua latina.

scholarly journals Integrating Multiple Intelligences in Teaching English as a Foreign Language - Seeu Experiences and Practices

2013 ◽  
Vol 9 (1) ◽  
pp. 9-20
Author(s):  
Elena Spirovska
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Multiple Intelligences ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Lesson Plan ◽  
Foreign Language Teaching ◽  
Teaching English ◽  
Theory Of Multiple Intelligences

Abstract The purpose of this article is to discuss the Theory of Multiple Intelligences and to answer the question of appropriateness of the MI theory in the field of foreign language teaching. The paper also exemplifies the adaptation of the theory in the context of teaching English as a foreign language and foreign language teaching and learning in general by describing a set of activities and a lesson plan using the MI approach. The article reviews the types of intelligences described and defined by Howard Gardner and authors who followed and revised the theory in terms of language teaching. In addition, the article discusses the different modes of application of the theory of Multiple Intelligences in language teaching with young adults and adult learners of foreign languages. The article proceeds by grouping and listing possible activities and tasks which are appropriate for language learners with different sets of abilities or intelligences. In addition, the article provides a brief summary of the potential issues recommendations and conclusions regarding the implementation of theory of Multiple Intelligences and provides a sample lesson plan which provides activities and language learning tasks for the majority of intelligences defined

scholarly journals Curriculum and Technology Design: A Course to Explore Technology Applications in EFL Curriculum Design

2018 ◽  
Vol 3 (1) ◽  
pp. 78 ◽  
Author(s):  
Ignasia Yuyun
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
English Language ◽  
Technology Development ◽  
Lesson Plan ◽  
English Language Teaching ◽  
Learning Activities ◽  
Technology Applications

Teaching and technology pedagogy should be mastered by a teacher in this digital era. It is an inevitable fact that teachers should realize. To be in line with technology development, teachers are expected to bring any technology-based applications to the classroom.  Many education institutions from Kindergarten to Higher Education around the world equip their teachers with technology-based training. In particular, Technology Enhanced Language Learning (TELL) has been mushrooming in English Language Teaching trends. To comply with this demand, Technological Pedagogical and Content Knowledge (TPACK) framework has been developed by Koehler & Mishra (2006) to equip student teachers in English Department. Therefore, Technology and Curriculum Design course is designed to tailor Pre-Service English Teachers how to integrate technology in EFL curriculum design. By having blended learning activities, teaching and learning activities are conducted to explore technology applications to design an EFL curriculum. Any class projects are technology-based assignments such as infographic, poster, mind map, questionnaire, presentation, etc. using CANVA, Google applications, presentation applications, lesson plan application (LessonWRITER), quiz application (Quizlet), and interactive book applications (AnyFlip, Flipping Book, FlipSnack), etc.                Keywords: curriculum, EFL, technology

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