Going Online! Use and Effectiveness of Online Mode of Instruction in the Teaching of English Language

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Amal Tom ◽  
◽  
Nagendra Kumar ◽  
Keyword(s):  
English Language ◽  
Language Skills ◽  
Digital Technologies ◽  
Traditional Classrooms ◽  
Teaching Online ◽  
Online Mode ◽  
Language Classes ◽  
Ict Tools ◽  
Mode Of Instruction ◽  
Teaching Learning

Contemporary time necessitated the use of advanced, scientific and digital technologies to take forward the teaching-learning process uninterrupted, making teaching online effective, cheap, convenient, and an alternative to traditional classes. It has been a drastic change that revolutionised English Language classes. Unprecedented levels of digitalisation in the field of education cropped up many logistical and pedagogical problems. This research paper attempts to look into these problems through a survey, analysing the different perspectives and approaches of individual teachers in developing and evaluating language skills, developing primers and ICT tools, and using them for effective, pleasurable online language teaching-learning, making classes student-centred. It also analysed the scope of making online and traditional classrooms supplementary and complementary to each other. Certainly, there is a need for better infrastructure, training, connectivity, integration of Augmented and Virtual Reality to provide experiential learning and to cope up with emerging challenges

Digital literacies: A strategy of pedagogy for English language teaching to technical undergraduates

2021 ◽  
pp. 518-526
Author(s):  
Narendra Kumar Jangir ◽  
Amol R. Bute ◽  
Amit Bansode
Keyword(s):  
English Language ◽  
Engineering Students ◽  
New Literacies ◽  
Language Teaching ◽  
Language Skills ◽  
English Language Teaching ◽  
Language Skill ◽  
Traditional Classrooms ◽  
Rural Location ◽  
Teaching Language

English language teaching for the engineering students in under-develop colleges of rural location encounters challenges of resources. Even the task of imparting necessary language skills becomes difficult with the help of traditional classrooms. The syllabuses for professional courses are designed to comprehend the language skill to cop-up with the entire degree course and face the placement process towards the end of the course. Hence, the paper would be discussing the solution to the problem of the lack of facilities in teaching language to the professional undergraduates in under-develop colleges. It would also bring out the scope of discovering beyond basic software programs on the computer like Grammarly and Ginger, instead discusses the implication of new literacies in learning a language in the classroom of professional college.

Simulation of Human Brain

2021 ◽  
pp. 150-160
Author(s):  
Navita Malik ◽  
Arun Solanki
Keyword(s):  
Human Brain ◽  
Computer Science ◽  
Learning Process ◽  
Intelligent System ◽  
Classroom Teaching ◽  
Reinforcement Material ◽  
Ict Tools ◽  
Mode Of Instruction ◽  
Teaching Learning

AI is a branch of computer science that gives the ability to a computer to think and make decisions like humans. It stimulates the human brain in the computer and makes appropriate decisions when required. AI-enabled education impacts the designing of curriculum, mode of instruction, and many more. The use of these tools revolutionizing the education sector with the progression of ICT tools have now become AI-enabled. The main feature of an AI-enabled tool is personalization. These AI-enabled tools work like intelligent assistants for the students. The intelligent system having features like answer the queries of the students, give assistance, support learning, provide or take assignments, and provide reinforcement material according to their opted courses. A teacher has a minimum intervention with this process and has the role of a facilitator only. This chapter concludes that the AI-enabled teaching-learning process can't replace the classroom teaching; instead, it is handy. In the future, AI could replace the need of a teacher in class to some extent.

scholarly journals Role of ICTs in Promoting Learner Independence and Motivation in English Language Classes

2019 ◽  
Vol 4 (1) ◽  
pp. 67-76
Author(s):  
Khem Raj Joshi ◽  
Guru Prasad Poudel
Keyword(s):  
Web Sites ◽  
English Language ◽  
English Education ◽  
Group Discussion ◽  
Department Of Education ◽  
Perceptions And Attitudes ◽  
Language Classes ◽  
Learner Perceptions ◽  
Ict Tools

This article builds up on an action research which was carried out mainly with two major purposes: to investigate learner perceptions and attitudes in the use of ICTs in English language classes; and to examine the role of ICTs in promoting the learner independence and motivation. The population of the study consisted of all the students from the Department of English Education, Central Department of Education, Kirtipur. The area was purposively selected; we have been teaching in the same place for seven years. The participants were 37 students who were also purposively selected. Among them, only 15 students were invited to a focused group discussion (FGD). However, all the students participated in the intervention for the whole semester. The intervention was implemented during the instruction. The major ICT tools adopted for the study were: web sites, e-mails and multimedia. We administered three progress tests to assess their progress in terms of independence and motivation. The findings of this research show that the learners are well motivated and positive in the use of ICTs in language teaching.

scholarly journals Learning Strategies Employed in English Language: Perceptions and Practices

2019 ◽  
Vol 1 ◽  
pp. 87-99 ◽  
Author(s):  
Pitambar Paudel
Keyword(s):  
Qualitative Research ◽  
Learning Strategies ◽  
Learning Process ◽  
English Language ◽  
Phenomenological Study ◽  
Learning Strategy ◽  
Language Skills ◽  
Learning Goal ◽  
Listening Skill ◽  
Teaching Learning

Learning strategies are the key tools to determine the approach for achieving the learning goal. They are included in different phases of teaching learning process. They are usually tied to the needs and interests of students to enhance their learning efficiency. This article aims at exploring perspectives and practices of learning strategies in learning English language. For this, phenomenological descriptive qualitative research was conducted with a class of 48 students of Bachelor in Education at a constituent campus, under Tribhuvan University, Nepal. Both the class of the students and campus were selected purposively to meet the requirement of phenomenological study. Thirty classes were observed as a participant as well as teacher and from the same group of the students only ten students were interviewed. Then, the data from both the sources were triangulated, interpreted and analyzed descriptively. From this study, it was interpreted that students employed various strategies to learn different language skills and aspects. The study revealed that students felt difficulty in selecting proper learning strategy for learning grammatical rules due to many exceptional cases and listening skill due to their less time devotion on it while the felt ease to select and employ proper strategies in learning vocabulary.

scholarly journals MOODLE platform as a didactic support for the English language skills improvement

2021 ◽  
Vol 4 (1.2) ◽  
pp. 358-371
Author(s):  
Noemi Mercedes Remache Carrillo ◽  
Sandra Paulina Porras Pumalema ◽  
Diana Carolina Campaña Días ◽  
Mónica Alexandra Garcés Villacrés
Keyword(s):  
English Language ◽  
Language Skills ◽  
Study Groups ◽  
Control Group ◽  
Intervention Phase ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
Experimental Group ◽  
English Language Skills

Introduction: higher education has experienced a number of changes in the teaching field due to the current situation. In this context, e-learning through educational platforms has taken on great value in the teaching-learning process. Objective: to apply an educational intervention through the Moodle platform to consolidate the skills of the English language in the students of the industrial maintenance career of the Escuela Superior Politécnica de Chimborazo during the special period April-September 2020. Methodology: this investigation was carried out in the context of mandatory teleworking due to the Covid-19 pandemic. This mixed research had a descriptive approach with a quasi-experimental focus. To achieve the main goal, 70 students from the third semester took an active part in it who were divided into two study groups: the control group and the experimental group, with 35 students respectively. Before the intervention phase, information was collected through a survey which yielded important general data related to their socio-demographic information and self-perception of their level of English. At the same time, a pre-test of knowledge of the language was taken from the students which was based on the Cambridge PET exam. With this exam, data were obtained for the development of the intervention plan that was implemented throughout the semester. Results: after the intervention phase, the students took a post-test and the corresponding means could be compared. They obtained 9.20 for the control group and 11.99 for the experimental group as final scores. Conclusion: it is concluded that the Moodle Platform is a valuable didactic support to improve English language skills.

scholarly journals HANNA: Gamifikált digitális tananyag hátrányos helyzetű tanulók nyelvtanulásának segítésére

Educatio ◽  
2021 ◽  
Vol 30 (2) ◽  
pp. 317-326
Author(s):  
Kálmán Abari ◽  
Fruzsina Szabó ◽  
Tünde Polonyi
Keyword(s):  
English Language ◽  
Low Ses ◽  
Grade 5 ◽  
Language Classes ◽  
The World ◽  
Course Material ◽  
Education And Technology ◽  
Teaching Learning ◽  
Digital Language

Összefoglaló. Gyorsan változó világunkban az oktatásnak lépést kell tartania a változásokkal, ezért szükséges a módszertan folyamatos fejlesztése, a tanítási-tanulási folyamat harmonikusabb illesztése a változó igényekhez. Oktatásunk komoly problémája a tanulók teljesítményében mutatkozó hatalmas különbség, ezért fontos szempont a hátrányos helyzetű tanulók eredményességének javítása. Tanulmányunk célja, hogy bemutassunk egy új fejlesztésű digitális nyelvoktató tananyagot (HANNA), amely hátrányos helyzetű 5–7. osztályos diákoknak készült, tabletalapú, és angol nyelvet oktat a tanár facilitáló segítségével. Bemutatjuk, hogy a HANNA szerkezetének kialakításában milyen szempontokat vettünk figyelembe, ismertetjük a tananyag felépítését és a tanulók motiválása érdekében megvalósított gamifikált elemeket. Summary. As the world of education and technology is changing at a breathtaking speed, the methodology needs to be constantly updated, while the process of teaching-learning has to adjust to fresh demands. One of the most severe issues in our education is the increasing gap between students’ achievements, especially in low socio-economic environments. The purpose of our study is to introduce a new digital language course-material (HANNA) created specifically for pupils in grade 5–7 in low SES backgrounds. It is primarily to be employed in English language classes (ELT), is operated on tablets, and teaches English with the facilitating work of the teacher. We explore the principles underlying HANNA, reveal its structure and mechanism while detailing the gamified elements of the programme.

scholarly journals Viewpoints of Intercultural Competence Development in English Language Teaching / Learning Classroom

Verbum ◽  
2010 ◽  
Vol 1 ◽  
pp. 95-105
Author(s):  
Roma Kriaučiūnienė ◽  
Auksė Šiugždinienė
Keyword(s):  
Intercultural Competence ◽  
Cultural Awareness ◽  
English Language ◽  
Language Teaching ◽  
Research Problem ◽  
English Language Teaching ◽  
Language Studies ◽  
Language Classes ◽  
Language Classroom ◽  
Teaching Learning

The article presents an analysis of viewpoints on the development of intercultural competence in the English language teaching/learning classroom. Intercultural competence, acknowledged as the key component of foreign language studies, increases the need to adapt teaching methods and materials to raise learners’ cultural awareness. The following research problem is formulated: how schoolchildren’s intercultural competence is developed at schools during English language classes and what the preconditions of its improvement are. Based on the survey carried out at secondary schools and gymnasiums, the article presents the findings on the ninth and tenth formers’ viewpoints regarding the extent to which cultural activities are incorporated into their English language classroom. The respondents’ answers indicated that the present practices for the development of intercultural competence in the English language classroom are not sufficient. A conclusion is made that the English language teaching/ learning process should be more purposefully aimed at developing all the dimensions of learners’ intercultural competence.

O Uso da Webquest Como Recurso Para a Compreensão Verbal em Língua Inglesa

2018 ◽  
Vol 18 (4) ◽  
pp. 347
Author(s):  
Cíntia Pereira dos Santos ◽  
Luciana Idalgo ◽  
Alessandra Dutra
Keyword(s):  
High School ◽  
Learning Process ◽  
English Language ◽  
English Language Teaching ◽  
Technological Resource ◽  
Language Classes ◽  
De Se ◽  
Content Provision ◽  
Teaching Learning ◽  
Positive Results

A utilização de recursos e de ferramentas tecnológicas no ensino de Língua Inglesa tem contribuído para uma prática pedagógica mais próxima à realidade dos estudantes. No entanto, nem todos os professores encontram possibilidades ou têm condições de utilizar ferramentas midiáticas para o preparo de suas aulas e isso decorre de diversos fatores, por exemplo, falta de formação para o uso das TIC, falta de recursos nas escolas, entre outros. Esta pesquisa tem por objetivos discutir a aplicação da ferramenta webquest em turmas do Ensino Médio de duas escolas particulares, situadas no Norte do Paraná, bem como apontar as percepções dos alunos sobre o uso dessa ferramenta na disciplina de Língua Inglesa e verificar se a realização da atividade contribuiu para a melhoria na formação dos alunos. Para isso, utilizou-se a pesquisa descritiva bibliográfica, de campo e analítica. Como resultados, constatou-se que houve apreensão do conteúdo disposto por meio da webquest, bem como a percepção de que esse recurso se mostrou eficaz no processo de ensino e aprendizagem de Língua Inglesa. O fato de se propor um novo método para ensinar um conteúdo resultou em mudanças na rotina da sala de aula, mas proporcionou novas experiências aos alunos, fazendo com que tivessem mais autonomia e estivessem no foco de sua aprendizagem, ou seja, trazer recursos tecnológicos para a sala de aula, para ensinar Língua Inglesa, trouxe resultados positivos, tanto para os alunos quanto para o professor.Palavras-chave: Webquest. Língua Inglesa. Ensino Médio. Redes Sociais.AbstractThe usage of technological resources and tools in English Language teaching has been contributing to pedagogical practical which is closer to the students´ reality. However, it is not the majority of teachers who are able to use media tools to prepare classes and this probably occurs due to a variety of reasons, such as a lack in ICT usage study, poor resources in schools, and others. This research aims to discuss the application of webquest tool in high school classes from two private schools, located in Northern Parana, and to identify the perception from these students about using webquest in English Language classes and verify if making activities through this tool contributed to a better students’ graduation. For this, a descriptive bibliography, field and analytic research were used. As results, it was found that there was apprehension of content provision through the webquest, as well as, the perception that this technological resource showed itself efficient in teaching-learning process of English Language. The fact in proposing a new method to teach a specific subject resulted in changes in the classroom routine, but it provides new experiences to the students, which they could have autonomy and focus on their learning process. That is, using technological resources in the classroom, to teach English Language, showed positive results, not only to the students but also to the teacher.Keywords: Webquest. English Language. High School. Social Network.

scholarly journals PROMOTING GRAMMATICAL AWARENESS IN ENGLISH LANGUAGE TEACHING: ESP CONTEXT

Prosodi ◽  
2021 ◽  
Vol 15 (1) ◽  
pp. 85-90
Author(s):  
Milawati Milawati
Keyword(s):  
Learning Process ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
English Language Teaching ◽  
Grammatical Awareness ◽  
Teaching Learning

Recently, English Specific Purposes is taking a crutial issue to be considered. Since the implementation of ESP is apropriate to the need of its studies, the English skills which required by students is getting growth. Indeed, grammar as one of language components which supports the language skills also changing as its usage. However, the implementation of the grammar usage in ESP, is not really proper to its context. This paper presents the possibilities factors behind its unproper usage and also some activities which raises students’ grammar awarenes . By knowing more about those issue will not only help the teacher to lead the students more effectively and properly in using the grammar, but it will also provide the teacher with a means of evaluating the teaching learning process and help the teacher to produce activities that will actually motivate the students to learn. Keywords: Grammatical Awareness, ESP, English Language Teaching

scholarly journals Innovative Teaching: A Need to Encounter the Modern Classroom Challenges

2021 ◽  
Vol 12 (2) ◽  
pp. 1196-1203
Author(s):  
Anup Denzil Veigas, Et. al.
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Global Markets ◽  
Negative Feeling ◽  
Classroom Context ◽  
Innovative Teaching ◽  
New Methods ◽  
Language Classes ◽  
Teaching Learning

Teaching a language and addressing the need of the learners is a complex and challenging exercise. Language plays a prominent role in teaching learning process; however, when it comes to teaching of English language, these challenges multiply especially, within the classroom context because of the learners and their diversity of choices. The Irony behind teaching and learning of English language lies in its context in the global level. English Language seems to have many challenges because of the need to proficiency, competency and fluency of users who are capable of utilising the language skills mainly, LSRW (Listening, Speaking, Reading and Writing) to gain employment in global markets. But today, teaching the learners the skills of the language has become more challenging because the learners exhibit a negative feeling to language classes. The present paper emphasises on making teachers more adaptable for the teaching process by avoiding various classroom discrepancies and preparing the learners to utilize new methods for better and effective skill-based language learning.

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