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 Investigating the Impact of Task-based English Language Teaching on Student Competencies at a Saudi EFL Context

2020 ◽  
Author(s):  
Hamza Alshenqeeti
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Real Life ◽  
Language Instruction ◽  
English Language Teaching ◽  
Saudi Students ◽  
Study Results ◽  
Perceived Relevance ◽  
The Impact

This study examines the impact of task-based English language teaching on Saudi students’ competencies, such as reading comprehension and writing proficiency. The mixed-methods approach, involving an experimental component and a qualitative component based on interviews with the participants, is applied in this study. The procedure for the experimental component was developed with attention to the design, implementation, and assessment of task-based English language instruction activities. A growing body of literature suggests that task-based English teaching has gained significance in recent decades because of its perceived relevance in augmenting linguistic and non-linguistic competencies of learners. The study results indicate that the use of tasks in language learning classrooms promotes students’ learning, the development of skills in reading and writing, social interaction, and the motivation to use English in real-life situations. These findings can be used to promote language learning in students studying English as a foreign language.

scholarly journals Student Perception of Traditional English Teaching Methods (CLT approach) and Comparison to Modern Methods (Using Technology)

2021 ◽  
Vol 15 ◽  
pp. 35-43
Author(s):  
Feras Mohammed AL-Madani
Keyword(s):  
Language Learning ◽  
Teaching Methods ◽  
Speech Synthesis ◽  
English Language ◽  
Language Teaching ◽  
Student Perception ◽  
English Language Teaching ◽  
Computer Assisted ◽  
Before And After ◽  
The Impact

This study aimed to assess the perception of students regarding traditionally used CLT approach for teaching English language and its comparison to modern teaching methods based on technology. Survey was carried out using a quantitative analysis on 200 students of English language teaching institutes that are currently using CLT approach. Pre and post responses survey was carried out wherein their perspectives were assessed before and after exposure to technology-based ELT methods. Analysis was carried out using Wilcoxin test which revealed the impact of modern technological tools used in language teaching, such as, video conferencing, audio CDs, online oral versions, text-to-speech synthesis, interactive books, digital game-based learning and computer assisted language learning (CALL).

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 التعليم العالي تجديد في التعليم العالي: نشر الديمقراطية اللغوية في تدريس اللغة

لارك ◽  
2019 ◽  
Vol 1 (36) ◽  
pp. 257-249
Author(s):  
د. إيمان علي الراشد
Keyword(s):  
English Language ◽  
Classroom Practices ◽  
Language Teaching ◽  
Study Data ◽  
English Language Teaching ◽  
University Lecturers ◽  
The Impact ◽  
Case Study Data

ABSTRACT The present study is a focus on the importance of linguistic democracy in English Language Teaching (ELT). The paper discusses the need for utilizing democracy in the educational practices in language teaching. The study is a qualitative case study. Data were collected using interviews, classrooms observations and fieldnotes. The present study examines the conceptions of three participants, university lecturers who were chosen from three faculties, on the role of democracy in language teaching. Additionally, the paper presents the impact of the lecturers' conceptions on their practices in classrooms. In accordance with the obtained data, it was observed that there is a limited knowledge on understanding the role of democracy in language teaching. This was clearly manifested in the classroom practices.

scholarly journals Dictogloss as a Technique to Raise EFL College Students’ Knowledge of Grammar, Writing and the Comprehension of Meaning

2018 ◽  
Vol 9 (1) ◽  
pp. 293
Author(s):  
Liqaa Habeb Al-Obaydi ◽  
Fatima Raheem Al-Mosawi
Keyword(s):  
College Students ◽  
English Language ◽  
Positive Impact ◽  
Language Teaching ◽  
English Language Teaching ◽  
Positive Attitudes ◽  
Measurement Tools ◽  
Efl College Students ◽  
The Impact

Dictogloss is a classroom activity where all the four skills work together. The present study is an experimental one where a group of twelve students was taught by the researchers. The researchers train students to use dictogloss technique for twelve lectures. In each lecture, they used a new authentic text with a new focus on a specific role of grammar. The study aims at; finding out the impact of using dictogloss technique on Iraqi EFL college students’ knowledge of grammar, determining the impact of using dictogloss technique on Iraqi EFL college students’ improvement of writing, determining if there is any impact of using dictogloss technique on EFL college student’s comprehension of meaning and determining students’ attitudes toward using dictogloss in English language teaching. Four measurement tools were used in this study; an achievement test, a reflection sheet used at the end of each lecture, a questionnaire, and in addition to the teacher’s daily observation. Final results of the study clarify that there is a positive impact of dictogloss technique on the three variables in addition to the positive attitudes of students towards using dictogloss in English language teaching. So, the hypotheses of the study are rejected.

scholarly journals QAR (QUESTION ANSWER RELATIONSHIP) AS AN ALTERNATIVE STRATEGY TO TEACH READING

2017 ◽  
Vol 2 (2) ◽  
pp. 101-123
Author(s):  
Sa’dulloh Muzammil
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
English Language Teaching ◽  
Alternative Strategy ◽  
Teaching Reading

In English language teaching, teaching reading plays an important role, for reading is one of language skills. In order to succeed doing this activity, a teacher must be familiar and able to employ various teaching readingstrategies that can assist his/her students comprehend what they read. To check students’ reading comprehension, a teacher may propose several questions related to the texts being read. However, if the students have difficulties dealing with these reading comprehension questions, a teacher must be able to help them by introducing reading strategies to overcome the problems. QAR is one of reading strategies which is beneficial for a teacher to check students’ reading comprehension and frame reading question-answer activity in reading phases: pre-, while-, and post-reading; as well as to help students locate answers for the questions.

scholarly journals The Practices and Obstacles of English Language Teaching in Intellectual Disability Classroom: A Case Study at Special School (SLB) in Palembang

2021 ◽  
Vol 3 (1) ◽  
pp. 1-18
Author(s):  
Dalilan ◽  
Eka Sartika ◽  
Deyana Indah Lestari
Keyword(s):  
Intellectual Disability ◽  
Teaching Practices ◽  
English Language ◽  
Language Teaching ◽  
Sampling Technique ◽  
English Language Teaching ◽  
Mental Condition ◽  
Study Results ◽  
Learning English

Individuals with disabilities learn with difficulties such as physical, emotional, mental, and social deficiencies. In a limited physical and mental condition, they are faced with problems in learning, particularly in learning English. This study aims at revealing practices and obstacles in learning English in an intellectual disability classroom that affected the teaching practices. A case study method was used in this study. This study's participants were two teachers at SLB-C Tuna Grahita Palembang selected by a typical sampling technique. The observation and interview were used to collect data regarding realized practices and obstacles in teaching English to students with intellectual disabilities. Data were analyzed using thematic analysis. The study results indicated that English language teaching practices in intellectual disability classrooms were similar to the regular ones but more oriented to students' needs. The obstacles of English language teaching were affected by intellectual disability students' limitations in writing, reading, speaking, listening skills, and heterogeneous ability.

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