scholarly journals Teaching of Poetry to Saudi ESL Learners: Stylistics Approach

2014 ◽  
Vol 2 (1) ◽  
pp. 123
Author(s):  
Jameel Ahmad
Keyword(s):  
Language Learning ◽  
Language Skills ◽  
Wide Range ◽  
Significant Difference ◽  
Teaching Poetry ◽  
Saudi Esl Learners ◽  
Statistical Surveys ◽  
Literature Class ◽  
Esl Learners ◽  
Esl Classroom

<p><em>Poetry can offer a wide range of language learning opportunities to ESL learners if it’s taught interactively and linguistically. Poetry is embellished with rhythm, beautiful diction and elevated grammatical features. These features can serve as a powerful stimulus to ESL students in learning grammar, vocabulary and integrated language skills. Some of the researchers pointed out that Poetry was taught in literature class but it was predominantly a teacher centered and nothing more than a dramatic monologue, so it failed to improve students’ language skills and creative analysis. The present study aims to explore how stylistics approach can be used as a powerful teaching resource to enrich grammar, vocabulary and integrated language skills of Saudi ESL learners. Four statistical surveys were conducted such as to elicit the impression of teachers and the impression &amp; performance of Saudi students at Saudi universities. Statements pertinent to different aspects of poetry were used for major data collection. The findings marked a significant difference between the performance of stylistics based learners and traditional based learners in vocabulary, grammar, pronunciation and integrated language skills. Unlike traditional method, the stylistics approach for teaching poetry was found very exciting, because it was learners centered and based on repertoire of interactive language exercises. As per the findings of the four surveys conducted in this study, the stylistics approach for teaching poetry in ESL classroom was perceived by both Saudi teachers and students as an enjoyable means to enrich and energize the learning environment of an ESL classroom.</em><strong><em></em></strong></p>

scholarly journals Affect, Empowerment and the Complexities of Belonging: Cultivating a Humanistic Atmosphere in the ESL Classroom

2021 ◽  
Author(s):  
Momoye Sugiman
Keyword(s):  
Second Language ◽  
Cultural Identity ◽  
Language Learning ◽  
Second Language Learning ◽  
Publicly Funded ◽  
Esl Teachers ◽  
Esl Programs ◽  
Esl Learners ◽  
Depth Interviews ◽  
Esl Classroom

In this paper, I focus on the affective atmosphere of the Adult English as a Second Language (ESL) classroom. I argue that a humanistic learning approach can be a form of strategic resistance against the bureaucratization and standardization of publicly funded ESL programs for adult newcomers in Canada. Given the growing, top-down trend in our economically driven and technologically dependent society, there is a need to humanize the Canadian ESL classroom as a space for empathy and critical thinking. Through a literature review and semi-structured, in-depth interviews with former ESL learners and former ESL teachers, this paper reveals the psychological and political complexities of second language learning and cultural identity, as well as the pivotal role that an ESL teacher can play during the first few years of settlement. In this context, I also critique the racialized linguistic hierarchy embedded in Canada’s multiculturalism policy and exclusionary immigration and language policies.

scholarly journals An Evaluation of Chatbots as Software Aids to Learning English as a Second Language

2008 ◽  
Vol 13 ◽  
pp. 2
Author(s):  
David Coniam
Keyword(s):  
Second Language ◽  
Speech Recognition ◽  
Language Learning ◽  
Second Language Learning ◽  
Command Line ◽  
Esl Learners ◽  
The Way ◽  
Learning English ◽  
Esl Classroom

<p>'Chatbot' programs are pieces of software that can hold a conversation, or interact, in English. This paper explores the potential of chatbots for ESL (English as a Second Language) learning from a pedagogical perspective. From the command-line days of Eliza, chatbots have matured considerably – to the point where many chatbots now involve an avatar interface, with speech recognition also becoming available as a feature. The paper evaluates six chatbots currently available either online or for purchase. The evaluation examines chatbots from the perspective of their interfaces as a human-looking or sounding partner to chat with, as well as their usability as pieces of software suitable for ESL learners. To put some of these issues in perspective and provide insights into their use, the paper also reports on the use of some chatbots in<br />the ESL classroom. The paper concludes with an analysis of chatbots currently available, noting that while chatbots have matured considerably since the early days of Eliza, they still have a long way to go before they can interact with students in the way that researchers such as Atwell (1999) envisage.</p>

scholarly journals English Speaking Skill and Indian Undergraduate ESL Learners: Interleaving or Block Practice?

2021 ◽  
Vol 13 (4) ◽  
Author(s):  
Sujata Kakoti ◽  
◽  
Sarat Kumar Doley ◽  
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Significant Difference ◽  
Practice Approach ◽  
Present Context ◽  
Speaking Skill ◽  
English Speaking ◽  
The Difference ◽  
Esl Learners ◽  
Attitude And Motivation

Recent studies showed that compared to practicing language skills in A stepwise manner over a period known as block practice, mixing the units of learning, and making them less predictable by presenting them randomly to the language learners, known as interleaving, may prove to be a more effective approach to language teaching (Finkbeiner&Nicol, 2003; Schneider et al., 1998, 2002; Miles, 2014; Nakata, 2015). This paper is an attempt at reporting the findings of a 24-day long experimental study on the pedagogical effect of the interleaving and block practice approach to language learning (speaking skill in the present context) on undergraduate English as a second (ESL) learner. The teaching experimentation was done online on 36 undergraduate learner participants at the School of Sciences in Tezpur University during the Autumn Semester, 2020-21. The interleaving group showed slightly better language pedagogical results in speaking skills in English than the block practice group. It is, however, stated that the difference in performance was not found to be statistically significant. The performance of the two groups across the four micro-skills of speaking in English identified as interaction, pronunciation, fluency & coherence, and vocabulary & grammar remained static within the duration of the experimentation. Additionally, the groups did not demonstrate any significant difference in their L2 attitude and motivation over time.

Vocabulary Learning Strategies Among Undergraduate ESL Learners in Tertiary Education

2020 ◽  
Vol 4 (4) ◽  
pp. 14
Author(s):  
Zarinatun Ilyani Abdul Rahman ◽  
Nur Farhana Nasri
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Tertiary Education ◽  
Vocabulary Learning ◽  
Applied Science ◽  
Mathematical Science ◽  
Science Students ◽  
Vocabulary Learning Strategies ◽  
Significant Difference ◽  
Esl Learners

Vocabulary learning strategies (VLSs) play a significant role in assisting language learners in the development of language learning. A quantitative study was conducted to explore VLSs employed by undergraduate ESL learners in a public university. Data were collected from a group of 197 ESL learners from three faculties–Accountancy, Applied Science, and Computer and Mathematical Science–in the university. An adopted VLSs questionnaire by Gu & Johnson (1996) was used to answer two research questions: (1) to find the most and least preferred strategies and 2) to identify if there is any significant difference between the ESL learners in three different faculties–Accountancy, Applied Science, and Computer and Mathematical Science - in terms of their vocabulary learning strategies preference. The results were gathered using descriptive analysis and one-way ANOVA followed by a post-hoc test. The results of the study revealed that note taking, memory and guessing using linguistic clues were the three most preferred strategies while guessing using background knowledge and activation were the least preferred ones. In addition, the data also unveiled that there was a significant difference between Accountancy students and Applied Science students as well as Computer and Mathematical Science students both in guessing strategies. It is hoped that the findings of this study can shed some light to the teaching and learning process whereby the educators could employ the best VLSs to assist students in vocabulary learning while learners could be aware of strategies that suit them best.

Contextualized Culture Integration through Project-Based Learning in EFL Classrooms in Vietnam

2018 ◽  
Vol 20 (1-2) ◽  
pp. 5-15
Author(s):  
Elvira Sanatullova Allison ◽  
Thanh Do
Keyword(s):  
Language Learning ◽  
Soft Skills ◽  
Language Skills ◽  
Project Based Learning ◽  
Cultural Aspects ◽  
Cultural Perspectives ◽  
Wide Range ◽  
Culture Integration ◽  
Efl Classrooms ◽  
Culture And Language

Integrating culture into language contexts in EFL classroom has been an issue of substantial concern for years. Different methods or approaches have been introduced for the integration of culture and language learning. Recently, project-based learning (PBL) seems to be a favorite choice among methodologists. This paper analyzes the syllabi of a drama project and a cultural project to address cultural aspects in PBL in EFL classrooms. The findings show that PBL provides opportunities to enhance and improve students’ language skills and soft skills. More importantly, a wide range of knowledge of different cultural perspectives may be collected during the projects. Journal of NELTA, Vol 20 No. 1-2, December 2015, page 5-15

scholarly journals Swearing: A "Bad" Part of Language; A Good Part of Language Learning

1995 ◽  
Vol 13 (1) ◽  
pp. 28 ◽  
Author(s):  
Robin-Eliece Mercury
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
North American ◽  
Native Speakers ◽  
Linguistic Variables ◽  
English Speaking ◽  
Esl Learners ◽  
Esl Classroom

This article proposes that class treatment of taboo language can be beneficial for language learning students. This is not to say that all groups of ESL learners would benefit, nor that instructors should teach their students how to swear in English. However, I suggest that learners need to understand what constitutes "obscene" language in North American contexts, why native speakers choose to use it, and what it signifies sociolinguistically. Arguments are made as to why an ESL classroom may be one of the better places (i.e., a more responsible, mature environment) where L2 speakers can receive explanations about the usage and paradoxes involved in swearing. The author's experience related to the use of taboo language by L2 speakers in a non-English speaking environment is described. In addition, some non-linguistic variables relevant to cursing are also discussed. As a means to open this topic for discussion, this article suggests that there is, in terms of sociolinguistics, study value in the nature and use of obscene language for language learners.

scholarly journals Chatterpix Kids: A Potential Mobile App for Helping Primary ESL Pupils Improve Their Speaking Fluency

2021 ◽  
Vol 20 (4) ◽  
pp. 18-42
Author(s):  
Thirumangai Rajendran ◽  
Melor Md Yunus
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Language Skills ◽  
Movement Control ◽  
Mobile App ◽  
Structured Interviews ◽  
Mobile Assisted Language Learning ◽  
Control Order ◽  
Primary School Pupils ◽  
Esl Learners

The mastery of all four language skills has become one of the topmost priorities among English as a Second Language (ESL) learners worldwide. Despite multiple efforts taken to master the necessary skills, speaking remains to the most challenging skill for many Malaysian ESL learners. Previous studies suggest that Mobile-assisted Language Learning (MALL) for speaking has taken its first steps in Malaysian tertiary and secondary levels of education. However, there is still a paucity of research done on MALL at the primary level. The present case study therefore sought to fill in the gap by exploring how the ChatterPix Kids mobile app has helped 5 purposively selected Year 3 primary school pupils develop their speaking fluency. This was done through speaking practices conducted over 12 speaking lessons during the Movement Control Order (MCO) from their perspective. The pupils’ responses obtained through the semi-structured interviews were triangulated using the responses obtained from them through both a focus group and their parents’ feedback obtained through an open-ended questionnaire. The findings were thematically analysed. Seven themes were highlighted which indicate the crucial need to incorporate MALL for speaking among Malaysian primary school pupils. Further studies are recommended to be done on how ChatterPix Kids could be exploited when learning other language skills such as listening, reading, and writing. So far as the study’s limitations are concerned, there is a need to investigate how the pupils’ confidence could be sustained in the absence of the app when speaking in public.

Facebook as a Language Learning Environment: A Descriptive Study on ESL Learners’ Perceptions

2018 ◽  
Vol 2 (1) ◽  
pp. 68-81
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Secondary Students ◽  
Language Skills ◽  
Descriptive Study ◽  
Social Networking Site ◽  
Teaching English ◽  
Learning Platform ◽  
Comprehensive Picture ◽  
Esl Learners

Social networking site like Facebook has been used as a modern source of communication and interaction. It also has the potential to be an effective academic too. This paper aims to present a comprehensive picture of what has already been discovered regarding Facebook as a language learning environment and it further tends to investigate ESL learners’ perceptions of Facebook as a language learning environment in Pakistani context particularly in Sindh. The sample who participated in this research were 100 higher secondary students studying in IBA-Public School Sukkur. The findings of this study revealed that ESL learners in Sindh believe Facebook as a language learning environment helps to enhance language skills including reading, writing, vocabulary, and grammar. Altogether students showed positive perceptions regarding this learning model. So, in light of the findings, it is recommended for the Teachers teaching English as a second language in Sindh, Pakistan should plan their lessons that involve Facebook as a language learning platform.

Exploring General Versus Academic English Proficiency as Predictors of Adolescent EFL Essay Writing

2021 ◽  
pp. 074108832098636
Author(s):  
Claire W. Jo
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Academic Language ◽  
English Proficiency ◽  
Language Skills ◽  
Academic English ◽  
Essay Writing ◽  
Wide Range ◽  
Proficiency Assessment ◽  
Essay Quality

Language learning is context-dependent and requires learners to employ different sets of language skills to fulfill various tasks. Yet standardized English as a foreign language assessments tend to conceptualize English proficiency as a unidimensional construct. In order to distinguish English proficiency as separate context-driven constructs, I adopted a register-based approach to investigate academic English proficiency (i.e., specific set of language skills that support academic literacy) and general English proficiency (i.e., wide range of language skills undifferentiated by context that are measured by traditional assessments) as separate predictors of overall essay quality. In the study, students completed a general English proficiency assessment and an academic language proficiency assessment, and essays were coded for academic writing features at the lexical, syntactic, and discourse levels. Beyond the contribution of academic writing features and general English proficiency, academic English proficiency emerged as a significant contributor to essay quality. Findings suggest that academic English proficiency scores more precisely identified a subset of academic language skills that is relevant to essay writing. The article concludes by discussing implications for strategic writing instruction that articulates the key expectations of academic writing used in and beyond school contexts.

scholarly journals Facebook as a Language Learning Environment: A Descriptive Study on ESL Learners’ Perceptions

2018 ◽  
pp. 64-76
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Secondary Students ◽  
Language Skills ◽  
Descriptive Study ◽  
Social Networking Site ◽  
Teaching English ◽  
Learning Platform ◽  
Comprehensive Picture ◽  
Esl Learners

Social networking site like Facebook has been used as a modern source of communication and interaction. It also has the potential to be an effective academic too. This paper aims to present a comprehensive picture of what has already been discovered regarding Facebook as a language learning environment and it further tends to investigate ESL learners’ perceptions of Facebook as a language learning environment in Pakistani context particularly in Sindh. The sample who participated in this research were 100 higher secondary students studying in IBA-Public School Sukkur. The findings of this study revealed that the ESL learners in Sindh believe Facebook as a language learning environment helps to enhance language skills including reading, writing, vocabulary and grammar. Altogether students showed positive perceptions regarding this learning model. So, in light of the findings it is recommended for the Teachers teaching English as a second language in Sindh, Pakistan should plan their lessons that involve Facebook as a language learning platform.

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