scholarly journals Using Hangman Game Application For The EFL Classroom: It Efficacy for Learners to Master Vocabulary

2021 ◽  
Vol 1 (1) ◽  
pp. 136-143
Author(s):  
Nada Nabilah
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Language Teaching ◽  
Efl Learners ◽  
Mobile Assisted Language Learning ◽  
Academic Year ◽  
Language Teaching And Learning

In this era, technology has taken apart in every platforms, including in educational settings, especially Language Teaching and Learning (LTL). This study purposed to determine that the using Mobile-Assisted Language Learning (MALL) through Hangman Game as one of the games could significantly gave the effect for English Foreign Language (EFL) learners in Indonesia context to master the vocabulary. The participants of this study were the 10th grades students of SMA Negeri 1 Tebing Tinggi Kab. Serdang Bedagai in academic year 2018/2019 that consist of 20 students.  The technique of analysis of that was used at this study were the analysis of qualitative data and the quantitative data. The qualitative data was taken from interview, observation of students’ learning process, researcher’s note. While, the quantitative data was collected from the mean score of test that given to the learners in Pre-Cycle, Cycle I and Cycle II. The findings of this study found that Hangman Game gave the new achievement for the EFL learners when they were doing the activities of learning process in the class. So this situation made the learners had good motivation during the language teaching and learning process and they also actively and enthusiastically in the class. These things indicated that the application Hangman Game could improve the EFL learners’ vocabulary mastery.

scholarly journals Media-Support Teaching and Learning of English Language as a Second Language: Eliminating Stereotypes

2021 ◽  
Vol 14 (4) ◽  
pp. 94
Author(s):  
Nnenna Gertrude Ezeh ◽  
Ojel Clara Anidi ◽  
Basil Okwudili Nwokolo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
The Media ◽  
Language Teaching And Learning

Second language learners especially in English language need further language support in view of the fact that they operate on the performance level of language use as against competence. Achieving success in the teaching and learning of a second language such as English is determined by a number of linguistic and nonlinguistic factors such as the attitude and language skills of the learners, the teacher’s innovativeness and competence, effective teaching methods and materials such as visual, audio-visual aids and media aids to language learning. This research is motivated by the problem inherent in the traditional teaching methods which is stereotypical, boring with little active students’ engagement in the learning process, which makes knowledge transfer an arduous task. The research represents a shift in language teaching and learning - from the known traditional to a more technological mode of learning- giving way to new technologies in which the media plays a prominent role. The work adopts a qualitative methodology in assessing the role of the media in language teaching and learning both on the part of the students as well the teacher, especially in terms of self-development and innovations. It was discovered that media aids in language learning, facilitates the overall learning process and helps the teacher to transcend his limitations in areas such as pronunciation, vocabulary to be able to guide the students aright. This makes learning an ongoing process rather than a product.

Enhancing a process-oriented approach to literacy and language learning: The role of corpus consultation literacy

ReCALL ◽  
2007 ◽  
Vol 19 (3) ◽  
pp. 269-286 ◽  
Author(s):  
Íde O'Sullivan
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Empirical Studies ◽  
Metacognitive Skills ◽  
New Literacy ◽  
Process Oriented ◽  
Oriented Approach ◽  
Language Teaching And Learning

AbstractCorpora and concordancing have become much more widely available as researchers recognise that they can significantly enrich the language learning environment. There is still, however, a strong resistance towards corpus use by teachers and learners (Römer, 2006:122). An understanding of the implications and relevance of corpus use for pedagogy may help teachers and learners overcome this resistance, and hence accelerate the process of “percolation” (McEnery & Wilson, 1997:5) or the “trickle down” (Leech, 1997:2) of corpus research to language teaching and learning. The pedagogical context in which learners' consultation of corpora (corpus consultation literacy) can be developed is fundamental in understanding this new literacy and developing it so that it leads to successful language teaching and learning. This paper seeks to investigate the role which corpus consultation literacy plays in enhancing the language learning process and, consequently, aims to establish whether this new literacy can contribute to a process-oriented approach to language learning. Firstly, a theoretical overview of a process-oriented approach to language learning will be outlined, before investigating if corpus consultation can potentially enhance such an approach. This will be supported by evidence from a number of published empirical studies, covering aspects such as learning within a constructivist framework, and the development of cognitive and metacognitive skills through the use of cognitive and developmental tools. Learners' comments from related studies, namely Chambers and O'Sullivan (2004), O'Sullivan (2006), and O'Sullivan and Chambers (2006), which pertain to the learning process and the influence of corpus consultation literacy on this same process, will also be considered. The hypothesis presented here is that corpus consultation literacy can enhance a process-oriented approach to language teaching and learning. It is envisaged that this research will contribute towards the establishment of a sound theoretical and pedagogical foundation for the integration of corpus consultation literacy into language teaching and learning.

Using a Task-Based Approach for Supporting a Blended Learning Model for English as a Foreign Language

2015 ◽  
pp. 1166-1184
Author(s):  
Anita Ferreira Ferreira ◽  
Jaime García Salinas ◽  
Sandra Morales
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Blended Learning ◽  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Learning Model ◽  
Training Strategies ◽  
Language Teaching And Learning

As Computer-Assisted Language Learning (CALL) has taken an important role in foreign language teaching and learning, not only is concrete data about the usefulness of technology- mediated environments for these purposes necessary, but also how the learning process is improved in such environments when learner training for CALL. The objective of this paper is to present an investigation which sought to explore empirical evidence regarding the effectiveness of a blended learning model, and also the use of language learning strategies in this kind of learning environment in order to increase its methodological potency with language learners. Consequently, this paper shows the findings of 2 experimental studies which aimed to provide data on (1) the efficiency of a blended learning (BL) model for language teaching and learning which combined task-based instruction, cooperative learning and optimal methodological principles for online learning (Doughty & Long, 2003), and (2) the use of learner training strategies for CALL in order to support and enhance the language learning process in this blended learning environment. The results from both studies suggest that the experimental group improved their language proficiency when compared to the control group. As a result, it is possible to conclude that (1) the blended learning design that included online tasks and cooperative instruction was beneficial for the development of language skills and (2) the use of learner training strategies for the blended learning model was highly beneficial for the students' language learning experience.

scholarly journals Teacher and learner beliefs and expectations about English language teaching and learning at a Mozambican university

Afrika Focus ◽  
2013 ◽  
Vol 26 (2) ◽  
Author(s):  
Marcos Abilio Nhapulo
Keyword(s):  
Second Language ◽  
Teacher Beliefs ◽  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Learner Beliefs ◽  
Language Teaching And Learning

Recent studies have suggested that teacher and learner beliefs about second language instruction have a significant influence on language teaching and learning process and, consequently, on students’ achievements. However, in the Mozambican context, we still do not have studies focusing on learner and teacher beliefs about students and language proficiency, about teaching materials, about individual and cultural variations and beliefs about the learning process itself. Using ques- tionnaires and a focus group report, we look at the Mozambican linguistic profile, the learner and teacher beliefs and their influence in tertiary English Language Teaching (ELT) and learning. The results show that there is a need for creating an environment in which teachers’ and learners’ cultural background, beliefs and needs are considered so as to enable teachers to teach effectively, as well as enabling learners to achieve positive learning outcomes. Key words: beliefs, expectations, English Language Teaching, Mozambican students, Mozambique, second language learning 

Using a Task-Based Approach for Supporting a Blended Learning Model for English as a Foreign Language

2014 ◽  
Vol 4 (1) ◽  
pp. 44-62 ◽  
Author(s):  
Anita Ferreira Ferreira ◽  
Jaime García Salinas ◽  
Sandra Morales
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Blended Learning ◽  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Learning Model ◽  
Training Strategies ◽  
Language Teaching And Learning

As Computer-Assisted Language Learning (CALL) has taken an important role in foreign language teaching and learning, not only is concrete data about the usefulness of technology- mediated environments for these purposes necessary, but also how the learning process is improved in such environments when learner training for CALL. The objective of this paper is to present an investigation which sought to explore empirical evidence regarding the effectiveness of a blended learning model, and also the use of language learning strategies in this kind of learning environment in order to increase its methodological potency with language learners. Consequently, this paper shows the findings of 2 experimental studies which aimed to provide data on (1) the efficiency of a blended learning (BL) model for language teaching and learning which combined task-based instruction, cooperative learning and optimal methodological principles for online learning (Doughty & Long, 2003), and (2) the use of learner training strategies for CALL in order to support and enhance the language learning process in this blended learning environment. The results from both studies suggest that the experimental group improved their language proficiency when compared to the control group. As a result, it is possible to conclude that (1) the blended learning design that included online tasks and cooperative instruction was beneficial for the development of language skills and (2) the use of learner training strategies for the blended learning model was highly beneficial for the students' language learning experience.

IMPROVING STUDENTS ACHIEVEMENT IN VOCABULARY THROUGH LUSTERING TECHNIQUE

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Lisda Yuniati Tumanggor And Zainuddin
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Clustering Technique ◽  
Class Viii ◽  
The Subject ◽  
The Mean ◽  
Vocabulary Score

This study attempts to improve students’ vocabulary achievement through Clustering Technique. This study was conducted by using classroom action research. The subject of the research was class VIII-B SMP Katolik Trisakti 2 Medan that consisted of 32 students. The research was conducted in two cycles and each cycle consisted of three meetings. The instruments for collecting data were vocabulary tests for quantitative data and diary notes, observation sheet and questionnaire sheet for qualitative data. Students’ score kept improving in every test. In the first cycle test, the mean of vocabulary score was 64.68. And in the second cycle test, the mean of vocabulary score was 79.85. Based on diary notes, observation sheet and questionnaire sheet, teaching and learning process had done effectively showed the improvement. Every student was studied actively. And from the research can be concluded that Clustering Technique can improve students’ achievement in vocabulary.

scholarly journals Update Chapter English Language Learning Using Social Media

2017 ◽  
Vol 6 (2) ◽  
pp. 265-271
Author(s):  
Evi Mahsunah
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Strategy ◽  
Language Teaching ◽  
English Language Teaching ◽  
Media Technology ◽  
The Social ◽  
Language Teaching And Learning

This study explores the changing students’ habit update status in social media into update chapter to increase their achievement in English. It is a learning strategy in English language teaching and learning using social media technology. The aim is to motivate students more active to read their literature and then share and discuss their reading in social media. The students not only have to update their chapter in reading, but also have to give comment or respond to their friends update. So, this strategy makes the students discuss their lesson more than usual. This study uses questioner and documentation technic to collect the data. Based on the data, it is known that students are already using social media for purposes that include the social and the educational. Update chapter make them using this technology in class/after class. Social media brings learning outside the classroom autonomous, independent, motivational and fun. Therefore, the students‘achievement in English language teaching and learning also increases significant.

On the roles of repetition in language teaching and learning

2012 ◽  
Vol 3 (2) ◽  
pp. 195-210 ◽  
Author(s):  
Diane Larsen-Freeman,
Keyword(s):  
Language Learning ◽  
Complexity Theory ◽  
Teaching And Learning ◽  
Language Use ◽  
Language Teaching ◽  
The World ◽  
Mutable State ◽  
Exact Replication ◽  
Language Teaching And Learning

AbstractRepetition is common in language use. Similarly, having students repeat is a common practice in language teaching. After surveying some of the better known contributions of repetition to language learning, I propose an innovative role for repetition from the perspective of complexity theory. I argue that we should not think of repetition as exact replication, but rather we should think of it as iteration that generates variation. Thus, what results from iteration is a mutable state. Iteration is one way that we create options in how to make meaning, position ourselves in the world as we want, understand the differences which we encounter in others, and adapt to a changing context.

The Use of Virtual Worlds in Foreign Language Teaching and Learning

2019 ◽  
pp. 1949-1972
Author(s):  
Ellen Yeh ◽  
Guofang Wan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Virtual Worlds ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Dynamic Environment ◽  
Foreign Language Teaching ◽  
Learning Instruction ◽  
Language Teaching And Learning

This book chapter presents, a review of the literature from 2004-2014 regarding the various models of virtual worlds used in foreign language teaching and learning, the impact of virtual world learning environments and the implications of language teaching. The study being reported aims to address the following questions: (1) What are the models of virtual worlds used in language learning instruction in K-12 and higher education; (2) How do VWLEs impact language learning in terms of motivation, communicative competency, intercultural competency, collaborative competency, constructivist learning, and sociocultural competency; and (3) What are the implications of using VWLEs in foreign language teaching and learning? Results indicate that social context and task-based learning enhanced language learners' participation and motivations. Findings also indicate that consistent use of interactional strategies encouraged learners to engage in the tasks and stay motivated. The study suggested that a VWLE offers a motivating, engaging, and multi-dynamic environment for language learners.

scholarly journals A Review of Computer-Assisted Language Learning (CALL): Development, Challenges, and Future Impact

2019 ◽  
Vol 5 (1) ◽  
pp. 37
Author(s):  
Javed Iqbal Mirani ◽  
Shokat Ali Lohar ◽  
Abdul Razaque Lanjwani Jat ◽  
Muhammad Faheem
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Cognitive Learning ◽  
Language Teachers ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching ◽  
Audio Video ◽  
Language Teaching And Learning

The use of computer technology has become compulsory in education particularly in foreign language teaching and learning. It is known as Computer Assisted Language Learning (CALL). Language teachers and learners usually take more interest to utilize technology like mobile phone, computer, and internet in their teaching and learning. CALL has unlocked innovative dimensions in learning. Further, CALL offers advanced learning and teaching methods such as Audio–Video, Cognitive and Communicative approaches. Learning with help of CALL improves students’ cognitive and communicative abilities more as compare to traditional methods of teaching and learning. Cognitive learning makes learner responsible for his own learning and communicative approach improves learner communication skills in the language. It is necessary to consider major aspects of CALL. This paper discusses detail information about Computer Assisted Language Learning (CALL). The overview focus is especially on the development of CALL, Challenges and Future Impact on language teaching and learning.

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