scholarly journals Indonesian learners in Australian education environment: perceptions, challenges, and resilience

2021 ◽  
Vol 1 (1) ◽  
pp. 1-8
Author(s):  
Diana Purwati ◽  
Arnis Silvia
Keyword(s):  
Learning Styles ◽  
Teaching And Learning ◽  
English Language ◽  
Grammar Instruction ◽  
Cultural Backgrounds ◽  
Language Programs ◽  
Education Environment ◽  
Communicative Practice ◽  
Australian Education ◽  
Australian English

With the economic development of Indonesia in the recent years, there has been a large number of Indonesian students continue their higher education in overseas countries, particularly Australia. Hence, examining their perceptions, challenges and experiences to adapt to the Australian English learning environment becomes an interesting attribute to explore. Drawing on this issue, the in-hand study explores how Indonesian learners dealt with challenges and difficulties in Australian education environment. Employing a qualitative research, this study involved eight Indonesian learners enrolled in English language programs in a number of Australian universities. Using interview as the instrument, the findings showed that the participants perceived a positive perception toward the communication activities during the teaching and learning practices; however, they encountered some difficulties related to grammar instruction within communicative practice. The results of interview further revealed that most of the learning difficulties they experienced were due to their prior exposure and habit to Indonesian teaching and learning styles. The participants further conveyed that enhancing English ability and building confidence were two most possible ways to deal with the difficulties.  These results contribute as fruitful insights for teachers to be aware of different learners’ styles and needs, particularly those coming from various cultural backgrounds, so that they could engage in more interactive teaching and learning activities.

scholarly journals The Relationship between Teachers’ Beliefs of Grammar Instruction and Classroom Practices in the Saudi Context

2016 ◽  
Vol 9 (7) ◽  
pp. 70 ◽  
Author(s):  
Bayan Alghanmi ◽  
Nadia Shukri
Keyword(s):  
Learning Styles ◽  
Teacher Development ◽  
Classroom Environment ◽  
English Language ◽  
Classroom Practices ◽  
Grammar Instruction ◽  
Grammar Teaching ◽  
Teachers Beliefs ◽  
English Language Institute ◽  
The Relationship

<p>Teacher cognition (Borg, 2015) of grammar instruction is a relatively new phenomenon that has yet to be explored in the Saudi context. While many studies have focused on the teaching of grammar in general (Ellis, 2006; Corzo, 2013; Braine, 2014), further research needs to be done - particularly when it comes to understanding teachers’ beliefs of grammar and grammar instruction as well as their practices in the classroom. This case study investigates the relationship between teachers’ beliefs of grammar and grammar instruction and their instructional practices. In the first stage, a sample of 30 teaching faculty members at the English Language Institute (ELI) at the University of Jeddah (UJ), in Saudi Arabia completed a survey discussing their beliefs related to grammar instruction. In the second stage, ten of these teachers were observed in classroom in order to explore the relationship between their beliefs and practices. In the third and final stage, open-ended questions were distributed to the teachers after the observations to better understand the factors that influence their beliefs. The findings reveal that teachers’ beliefs are indeed reflected in their classroom practices. Students’ proficiency level, attitudes toward the language, needs, learning styles, classroom environment, and teacher development are six factors that influence the transformation of teachers’ beliefs regarding grammar and grammar instruction into practices. These findings will help broaden the discussion on how to improve the quality of grammar teaching, particularly in the Saudi EFL classroom.</p>

scholarly journals INSIGHTS INTO LEARNING STYLES PREFERENCE OF ENGINEERING UNDERGRADUATES: IMPLICATIONS FOR TEACHING AND LEARNING

2022 ◽  
Vol 7 (1) ◽  
pp. 390-409
Author(s):  
Nadia Nur Afiqah Ismail ◽  
Tina Abdullah ◽  
Abdul Halim Abdul Raof
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Engineering Education ◽  
Learning Style ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Style Preferences ◽  
Style Preferences ◽  
Learning Style Preference ◽  
Engineering Undergraduates

Background and Purpose: Education at higher institutions prepares graduates for the real world. To develop and maintain quality, the focus must not only be on what institutions can offer but also on the learning needs and styles of learners. Despite many studies on engineering learners’ learning styles, limited research has been conducted to compare the learning styles of Engineering and Engineering Education learners. This study was conducted to ascertain the learning style preferences of first-year undergraduates from both groups in a science and technology-driven university in Malaysia.   Methodology: This descriptive study consisted of 40 Engineering and 40 Engineering Education learners who attended an English language course at the university. Perceptual Learning Style Preference Questionnaire was adopted as the survey instrument. The data were analysed using self-scoring sheet and Statistical Package for the Social Sciences.   Findings: While both groups chose Kinaesthetic as a major learning style preference, the Engineering Education learners also chose Group, Tactile, and Auditory learning styles as their other major preferences. Both groups chose Visual and Individual as their minor preferences.   Contributions: The findings extend research demonstrating the significant role of specific disciplines in Engineering to determine the learning style preferences of learners. The findings also provide useful insights that suggest implications for practice and policy.   Keywords: Engineering, engineering education, English language, learning styles, teaching and learning.   Cite as: Ismail, N. N. A., Abdullah, T., & Abdul Raof, A. H. (2022). Insights into learning styles preference of engineering undergraduates: Implications for teaching and learning.  Journal of Nusantara Studies, 7(1) 390-409. http://dx.doi.org/10.24200/jonus.vol7iss1pp390-409

The Aboriginal and Islander Student in the Classroom

1990 ◽  
Vol 18 (4) ◽  
pp. 36-46 ◽  
Author(s):  
Virginia Phillips
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Cultural Backgrounds ◽  
Indigenous Students ◽  
Group Type ◽  
Learning Tasks ◽  
Field Dependent ◽  
New Material ◽  
Personal Level ◽  
Australian English

Most secondary teachers in Queensland will encounter Aboriginal and Islander students in the classroom at some time or other, and most teachers will have no experience or training to prepare them to meet the special needs of the indigenous students. Aboriginal and Islander students are, indeed, different from mainstream (or Anglo-Celtic) Australian students in their learning characteristics, their social or cultural backgrounds, existing educational disadvantagement and experience of prejudice, and their use of forms of English other than Standard Australian English (SAE). To say that all students are equal and should be treated the same way is to deny these important differences and impede the learning of Aboriginal and Islander students in the mainstream classroom.Two features of Aboriginal and Islander learning styles about which classroom teachers need to be aware are field sensitivity and external locus of control. Students described as “field sensitive” (or field dependent) are influenced by context and develop cognitive styles related to a global, or whole, approach to thinking. The introduction to learning new material, therefore, needs to take this learning style into account, if Aboriginal and Islander students are to cope with learning in a culture which is not their own. The introduction needs to be global in its approach, to enable these students to apply it to their existing knowledge. (Tutor leaflet, n.d.) Field dependent behaviours exhibited by indigenous students, according to a leaflet issued to tutors working with Aboriginal and Islander students in Townsville, include a preference for group type, co-operative learning tasks and a sensitivity to the feelings and opinions of peers, rather than an individual, competitive learning style. There is also a tendency to relate to the teacher/tutor at a highly personal level.

scholarly journals Mobile-assisted Language Learning (MALL) for ESL Learners: A Review of Affordances and Constraints

2017 ◽  
Vol 9 (1-5) ◽  
Author(s):  
Harwati Hashim ◽  
Melor Md. Yunus ◽  
Mohamed Amin Embi ◽  
Nor Azwa Mohamed Ozir
Keyword(s):  
Second Language ◽  
Learning Styles ◽  
Language Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
English Language ◽  
English As Second Language ◽  
Mobile Assisted Language Learning ◽  
Esl Learners

Nowadays, mobile technology is changing the landscape of language learning and is seen as the next frontier being researched for its potential in enhancing the teaching and learning of English language.  The portability of mobile devices is believed to bring new methods that can shape learning styles and pedagogies which could become more personalised and allow learners to learn on the move; thus, enhance English language teaching and learning.  This creates the potential for significant change in the teaching and learning of English as Second Language (ESL). Taking mobile learning as the setting within which developments in Mobile-assisted Language Learning (MALL) may be understood, this paper offers reflections on what Mobile-assisted Language Learning (MALL) has potentially offered and the constraints that might be faced by the English as Second Language (ESL) learners when using MALL.  Above all, it was a challenging issue to cover learning tasks by using a mobile device particularly in learning English as Second Language (ESL).  Nevertheless, mobile devices which are popular among students are motivational tools to be used in education as well as various learning activities.  This was proven by many researchers who have shown the positive outcomes.  Hence, we should admit that mobile devices are finding their way into classrooms in the student’s pockets, and we have to ensure that educational practice can include this mobile technology in effective and productive ways particularly for English as Second Language (ESL) learning.

scholarly journals ELT instructors’ attitudes towards the use of Blended Learning in tertiary level English language programs

2016 ◽  
Vol 13 (1) ◽  
pp. 1715
Author(s):  
Şaban Çepik ◽  
Kemal Gönen ◽  
Mustafa Kemal Sazak
Keyword(s):  
Blended Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Positive Attitude ◽  
English Language ◽  
Tertiary Level ◽  
Data Collection Tool ◽  
Language Program ◽  
Language Programs ◽  
Language Instructors

The aim of this study is to find the attitudes of language instructors towards blended learning at English Language Program of a foundation university, and to find out the nature of Schoology, a learning management system, for blended learning purposes. The participants were 35 English language instructors working at the foundation university in Turkey. A questionnaire developed by Moukali (2012) was used as a data collection tool in this study. The findings revealed that the English language instructors working for tertiary level English Language Program have a positive attitude towards blended learning. On the other hand, the opinions of the participants to make blended learning more successful in language teaching and learning environments were reflected comprehensively in the study

scholarly journals A Survey of Grammar Instruction from Scholastic Perspective

2017 ◽  
Vol 10 (5) ◽  
pp. 76 ◽  
Author(s):  
Yanghua Peng
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Religious Practice ◽  
Colleges And Universities ◽  
English Language Teaching ◽  
Grammar Instruction ◽  
The Real ◽  
Language Teaching And Learning

The study of grammar has been paid much attention and the grammar instruction becomes an emphasis and key problem in English language teaching and learning. How to instruct students grammar appropriately becomes controversial for some English teachers increasingly. Some linguistics, theorist and teachers hold that the grammar instruction should be taught traditionally and normally. There should be a standard in classroom instruction. However, others argue that grammar instruction should be approached scholastically, especially in cultural or religious practice since scholastic grammar is of great essence in language itself. On the basis of the theories of second language teaching and learning and acquisition and the viewpoints of Otto. Jespersen and H. Poutsma about scholastic grammar, this paper conducts a survey of grammar instruction at colleges and universities and analyzes the real conditions of grammar instruction from scholastic perspective and finds that it is necessary to reconsider the role of grammar instruction and enhance its importance in English teaching and learning. Finally, the paper ends with a conclusion about the deficit of scholastic grammar at colleges and universities and some implications of grammar instruction in the real English language teaching and learning. The survey put forward a basis and reference for Chinese education system especially for liberal education and humanistic quality.

scholarly journals AN ANALYSIS OF STUDENTS’ READING SKILLS BY USING MIND MAPPING TECHNIQUE

2020 ◽  
Vol 3 (2) ◽  
pp. 237
Author(s):  
Ivan Asep Supriadi ◽  
Elva Utami ◽  
Melati Melati
Keyword(s):  
Learning Styles ◽  
Teaching And Learning ◽  
English Language ◽  
Reading Skills ◽  
Mapping Technique ◽  
Teaching Reading ◽  
Mind Mapping ◽  
Mapping Techniques ◽  
The Mind ◽  
Learning English

Although reading has been learned by students since they start to learn the English language but it still becomes the most difficult skill to be acquired than speaking, writing, and listening. It is a possibility caused by the students have a limitation of knowledge about reading roles, different learning styles, lazy to read, and low motivation for effective reading because of a too-long passage and different types of text. Therefore, students must be serious to acquire this skill. In this article, the writers would like to introduce a suitable approach for teaching reading using mind mapping techniques. The results of the data, the researcher concludes that the students’ have some difficulties in identifying reading skills and understanding the mind mapping, many of the students have difficulties in this factor because the result shows a high number of percentage give the answer very not good and not good. The last is the result of learning English, most of the students have enough understood about teaching and learning English. After reading this article, the writer expects that this article can help English teachers to apply suitable approach for teaching reading of English texts.

scholarly journals Towards a Research Agenda on Individual Differences in ELT in Nigeria

2020 ◽  
Vol 14 (2) ◽  
pp. 67-83
Author(s):  
Isaac Tamunobelema ◽  
Joseph Onyema Ahaotu
Keyword(s):  
Individual Differences ◽  
Learning Styles ◽  
Research Agenda ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Research Focus ◽  
Cultural Variations ◽  
Self Confidence ◽  
Language Classroom

Abstract There are a variety of individual differences that English language teaching (ELT) professionals cannot afford to ignore. This essay is based on a premise that teaching and learning English in Nigeria’s multilingual background of 526 languages (Ethnologue, 2018) present an extraordinary context of multiculturalism and individual differences in the language classroom. ELT professionals in such a context require significant expertise in the application of inclusive practices. The essay identified gaps in the praxis and policy dimensions of Nigerian ELT practice relating to individual differences and suggested a research focus on these two areas. It concluded that teachers should adopt clear, empirically tested methodologies to cater for the different students in the class, create good relationships in the classroom to develop learner self-confidence, integrate activities and tasks that clearly appeal to different learning styles and personalities, personalize learning as much as possible, create learner autonomy, and pay attention to cultural variations among L2 learners.

scholarly journals RECONCILING LEARNING AND TEACHING STYLES IN SCIENCE, TECHNOLOGY ENGINEERING AND MATHEMATICS DISCIPLINES THROUGH COGENERATIVE DIALOGUES

2013 ◽  
Vol 52 (1) ◽  
pp. 105-114
Author(s):  
Nelson Nunez Rodriguez
Keyword(s):  
Community College ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Student Diversity ◽  
Specific Class ◽  
Cogenerative Dialogues ◽  
Cultural Backgrounds ◽  
Learning And Teaching ◽  
And Mathematics ◽  
Oral Presentations

The use of cogenerative dialogues in Science disciplines is a pedagogical approach bringing together the plethora of academic and cultural backgrounds of current community college students. Specifically, this project illustrates the effects of integrating cogens in a community college chemistry class for science majors. Cogenerative dialogues were implemented in a Hostos Community College spring 2011 chemistry class as follows: some students discussed class issues with the professor in an informal setting once a week. An integrative assignment connecting typical foods from different countries was used as a framework to reinforce the learning process and to unravel content misunderstanding. The project outcomes transcended spring 2011 semester. A new book has been adopted in the class as a result of the dialogue. Oral presentations, the use of masteringchemistry.com and a forum to create exam questions have been implemented. Office hours are now used to both develop specific class problems and to dialogue with students about learning styles. Overall, cogenerative dialogues have opened a venue to facilitate the learning of difficult science concepts while building an atmosphere of acceptance, respect, and collegiality between instructor and the students. Key words: cogenerative dialogues, student diversity, college STEM teaching and learning.

scholarly journals Differentiating Instruction in the Language Learning Classroom: Theoretical Considerations and Practical Applications

2018 ◽  
Vol 9 (6) ◽  
pp. 1220
Author(s):  
Diego P. Ortega ◽  
Johanna M. Cabrera ◽  
Jhonny V. Benalcázar
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Teacher Educators ◽  
Language Teachers ◽  
Academic Excellence ◽  
Classroom Context ◽  
Practical Applications

Differentiated instruction (DI) is a topic that has attracted the attention of in-service and pre-service teachers, teacher educators and educational authorities in the last few decades, because of its great importance and several different affordances for better student learning. In this sense, this article attempts to provide content-area, classroom teachers and English language teachers with a solid understanding of what DI entails by learning about its key characteristics and fundamental reasons for the use of DI within the classroom context. Moreover, the importance behind modifying content, process, and product is not only analyzed in this paper but also the value of adjusting the learning environment is examined as well. Then a brief narrative of a teaching situation in an EFL context is highlighted in order to set the stage and explain the necessity of the implementation of a DI model into the classroom, so that students can experience meaningful and successful language learning. Afterwards, practical applications, based on meaningful and varied ways to differentiate instruction are included, so that language teachers find it easier to help students achieve learning standards. It is concluded that DI helps teachers be responsive to leaners’ needs, interests, ability and language proficiency levels, and learning styles, as DI puts students at the center of teaching and learning, promotes equity and academic excellence, and acknowledges student uniqueness.

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